Practical Research 1

(Qualitative)
Learning Activity Sheets
(2nd Semester, Quarter 3)
 PRACTICAL RESEARCH 1
IMPORTANCE OF RESEARCH IN DAILY LIFE
Q3 - WEEK 1

Name: ___________________________________ Grade Level: ____________________________

Section: __________________________________ Teacher: _______________________________

Background Information:

NATURE OF INQUIRY AND RESEARCH

Inquiry and Research are two terms that are almost the same in meaning. Both involve investigative
work in which you seek information about something by searching or examining the object of your search. An
inquiry is to look for information by asking various questions about the thing you are curious about. On the other
hand, research is to discover truths by investigating your chosen topic scientifically by going through a systematic
way of doing things wherein you are to begin from the simplest to the most complex modes or patterns of
thinking.

MEANING OF RESEARCH

1. It follows a step-by-step investigation process that uses a standardized approach in answering

questions or solving problems (Polit & Beck, 2004).
2. It plays a vital role in tertiary education. Though there are many problems confronted by higher
education, developments are realized through research. After all, its primary purpose is to answer a
question or solve an issue (Palispis, 2004).
3. It is a continuous undertaking of making known the unknown (Sanchez, 2002). It entails investigating
new facts leading to the discovery of new ideas, methods, or improvements. It is an attempt to widen
one's outlook in life. It always proceeds from the known to the unknown. Thus, the end of the research
is to arrive at a new truth.
4. It follows ordered steps leading to discovering new information or concepts (Sanchez, 1999).
5. It is a meticulous investigation of something that purports the contribution of additional or new
knowledge and wisdom (Bassey, as cited by Coleman & Briggs, 2002).
6. It is a tested approach to thinking and employing validated instruments. It is also a series of steps to
obtain a more adequate solution to a problem. These problems are usually impossible to address under
ordinary means (Crawford, as cited by Alcantara & Espina, 1995).

IMPORTANCE OF RESEARCH

1. It provides a scientific basis for any practice or methodology in any field or discipline. It is vital since an
entire system or operation, and all the stakeholders of an institution or organization are at stake. Without
a scientific basis, someone may be affected or may suffer. For example, in medicine, a new drug must
first be tested to determine its efficacy in curing sickness before it can actually be prescribed.

2. It is undertaken for the continuous development and further productivity in any field. Any system that will
be utilized in any organization must first be tried to determine its value. It must be better than the
previous system used. Simply, research is the result of advancing knowledge from the past.
3. It helps develop tools for assessing any practice and operation effectiveness, such as psychological
tests, intelligence quotient tests, and psychological assessments, among others. This importance of
research is observed in behavioral science, physical science, and others as well.
4. It provides solutions to problems concerning almost all issues encountered in the different areas of
work. Some problems include the tardiness of employees, incentives given to the staff, sportsmanship
among school athletes, and implementing a "clean and green" program in school. This also applies to
higher-level problems.
5. It impacts decision-making. It is a common mistake for people to make decisions without reliable
information to back them up. It requires time, effort, and sometimes money to gather the evidence
needed for making a sound decision. For example, for a teacher to change his or her teaching
methodology for the first-period and last-period classes, one must conduct a study considering some
factors. Some of these factors are the time element, enthusiasm to teach, academic standing of the
students, and instructional aides.
6. It develops and evaluates alternative approaches to the educational aspects of any discipline. This
enables the students to gain a broad knowledge and specialized skills for safe practice. For example,
research can help determine whether the lecture is a better method than an experiment in teaching
Science.
7. It aims to advance the personal and professional qualifications of a practitioner.

CHARACTERISTICS OF RESEARCH

1. The research should be systematic. A system should be followed in conducting research as there is a
system for formulating its parts. It has a big system (macro) and under it are small systems (micro). In
research writing, a "system" refers to the chapters and their elements. The macrosystem is composed
of chapters that are organized logically and scientifically. On the other hand, the microsystem consists
of the detailed contents of each chapter. The contents are further divided into elements that are
organized following a systematic procedure.
2. The research should be objective. Research involves the objective process of analyzing phenomena
of importance to any profession or to different fields or disciplines (Nieswiadomy, 2005). A researcher
should objectively look at the basis on which the work is founded. One must never produce results out
of nowhere; the results of the research should be validated. These results must never be based on
biases. The researcher must clarify indicators and boundaries within which the research is confined
because these factors could affect objectivity.
3. The research should be feasible. Any problem of extraordinary nature that directly or indirectly affects
any profession is a feasible problem to study. In settings like in the community, school, or workplace,
unusual phenomena may happen and can turn into potential problems.
4. The research should be empirical. There should be supporting pieces of evidence and accompanying
details for every variable used in the study. References and citations of facts and information that a
researcher has gathered in his or her paper must be included. Plagiarism constitutes claiming another
person's idea or intellectual property as one's own. Through proper attribution, the researcher states
that the knowledge being shared through the study was taken from the study of other experts.
5. The research should be clear. The choice of variables used in the study should be explained by the
researcher. It can be done by enriching the literature review or discussing the different theories on
which the selection of the variables is based. Therefore, there must be sufficient indicators for each
variable. These variables can be gathered from other published and unpublished materials.
IMPORTANCE OF ETHICS IN RESEARCH

Resnik (2007) explained the importance of ethics in research as follows.

1. Ethics promotes the pursuit of knowledge, truth, and credibility. It also fosters values that are essential
to collaborative work. Research often involves a great deal of cooperation and coordination among
people in different fields or disciplines. The vital values include trust, accountability, mutual respect, and
fairness.
2. Many of the ethical norms ensure the researchers are held accountable to the public.
3. Adherence to ethical principles helps build support for research. People are more likely to fund research
studies to promote various important moral and social values. Some of these values include social
responsibility, human rights, animal welfare, and health and safety.

ETHICS IN RESEARCH

Research ethics establishes the researchers' moral integrity, which is crucial as it ensures that the
research findings are valid and trustworthy.

1. Honesty – Strive for honesty in all scientific communications. Honestly report data, results, methods
and procedures, and publications status. Do not fabricate or misrepresent data.

2. Objectivity – Strive to avoid bias in experimental design, data analysis, data interpretation, peer review,
personnel decisions, grant writing, expert testimony, and other research aspects. It is because
objectivity is expected and required in conducting a study.

3. Integrity – Keep your promises and agreement, act with sincerity, strive for consistency of thought and
action.

4. Carefulness – Avoid careless errors and negligence; carefully and critically examine your own work.
Keep good records of research activities such as data collection, research design, and correspondence
with agencies.

5. Openness – Share data, results, ideas, tools, resources. Be open to criticism and new ideas.

6. Respect for Intellectual Property – Honor patents, copyrights, and other forms of intellectual property.
Do not use unpublished data, methods, or results without permission. Give credit where credit is due.
Give proper acknowledgment or credit for all contributions research. Never plagiarize.

7. Confidentiality – Protect confidential communications and personal information of your respondents, if

any.

8. Social Responsibility – Strive to promote social good and prevent or mitigate social harms through
research, public education, and advocacy.

9. Competence – Maintain and improve your own professional competence and expertise through lifelong
education and learning.

10. Legality – Know and obey relevant laws and institutional and governmental policies.

11. Animal Care – Show proper respect and care for animals when using them in research. Do not conduct
unnecessary or poorly designed animal experiments.
12. Human Subjects Protection – When conducting research on human subjects, minimize harms and risks
and maximize benefits: respect human dignity, privacy, and autonomy. Take special precautions with
vulnerable populations and strive to distribute the benefits and burdens of research equitably.

RIGHTS OF RESEARCH PARTICIPANTS

1. Voluntary participation. Any person should not be coerced to participate in any research undertaking.
2. Informed consent. Prospective research participants must be fully informed about the procedures and
risks involved in the research. Their approval to participate must be secured.
3. Risk of harm. Participants should be protected from physical, financial, or psychological damage—the
principle of non-maleficence states that the researcher must avoid harm to the participants of the study.
4. Confidentiality. Participants must be assured that their identity and other personal information will not be
made available to anyone who is not directly involved in the study.
5. Anonymity. The participants must remain anonymous throughout the study, even to the researchers
themselves.

ETHICAL STANDARDS IN RESEARCH WRITING

The following reminders must be taken into consideration for ethical research writing (Logan University,
2016):

1. Findings should be reported with complete honesty.

2. Intentional misinterpretation, misinformation, and misleading claims must be avoided.
3. Appropriate credit should be given when using other people's work.
4. Plagiarism should be avoided by fully acknowledging all content belonging to others.

PLAGIARISM AND INTELLECTUAL PROPERTY

Plagiarism refers to the act of using another person's ideas, words, processes, and results without
giving due credit.

The following are considered acts of plagiarism:

1. Claiming authorship of work or creation done by another person

2. Copying an entire written work or a portion of it - including words, sentences, and ideas - without
acknowledging the author
3. Failing to put quotation marks to distinguish a quotation taken directly from a source
4. Giving incorrect information about the source of a quotation
5. Moody changing the words but retaining the sentence structure so that the selection of quotes still bears
a resemblance to the original source
6. Using so many words and ideas from the original source that it makes up a large portion of your work,
even if you acknowledge the original author

Plagiarism should not be tolerated as the unauthorized use of original ideas and works constitutes a
violation of intellectual property rights. The World Intellectual Property Organization has the following definition of
intellectual property: Intellectual property refers to creations of the mind: inventions; literary and artistic works;
and symbols, names, and images used in commerce." (WIPO, 2004)

Intellectual property covers two categories:

1. Industrial property, which includes patents (a government authority or license conferring a right or title
for a set period, especially the sole right to exclude others from making, using, or selling an invention),
trademarks, and industrial designs; and
2. Copyright includes published works such as literary works, textbooks, reference books, and other
artistic works such as creative design, film, music, radio broadcasts, and performance art. Creators of
such works and intellectual property are given rights and protections. The unauthorized use of the
intellectual property is subject to legal sanctions.

Sharma and Singh (2011) list the following tips to avoid plagiarism:

1. Sufficient time should be allotted for writing.

2. Hard copies of all the relevant references should be collected.
3. All references should be read carefully, and their essential parts should be highlighted.
4. Sufficient attribution should be placed when using the ideas of others.
5. Lines with factual details are to be referenced.
6. The appropriateness of inserting references should be determined.
7. Written permission should be acquired for text and figures copied from other sources.
8. All the text should be paraphrased, written by the author in his or her own language.
9. Copying and pasting text from sources while writing should be avoided. If one is not good at typing, one
can request assistance from a typist.
10. Before submitting an article, all files, figures, and references should be prepared according to the
prescribed standards.

Fair Use

However, the law recognizes certain situations where the use of copyrighted content is acceptable and
constitutes "fair use" of intellectual property. The Intellectual Property Code identifies the following as proper use
of intellectual property:

1. Use of works in the public domain. Intellectual property is considered to be in the public domain once
the author's rights have lapsed; it is after a period defined by law (50 years after the author's death).
2. Use of a copyrighted work for criticism, comment, news reporting, teaching and classroom use,
scholarship and research, and other similar purposes
3. Reproduction of works as part of reports on current news which is broadcast to the public
4. Use of works and material from the government and its various branches, departments, and offices
provided that permission for use is acquired.

Although fair use gives academic researchers great freedom to select and use specific sources, due
diligence should still be taken in citing the sources and informing the copyright regarding the use of their works.
Learning Competencies with Codes:

- shares research experiences and knowledge (CS_RS11-IIIa-1)

- explains the importance of research in daily life (CS_RS11-IIIa-2)
- describes characteristics, processes, and ethics of research (CS_RS11-IIIa-3)
- provide examples of research in areas of interest (CS_RS11-IIIa-5)

Exercises:

Activity 1: Write True if the statement is correct and False if it is incorrect. Write your answer on a separate
sheet of paper.

1. Research entails investigations of new facts leading to the discovery of new ideas, methods, or improvements
2. In settings like the community, school, or workplace, the unusual phenomenon may happen and can turn into
potential problems
3. Plagiarism constitutes claiming another person’s idea or intellectual property as one’s own.
4. Research provides an artistic basis for any practice or methodology in any field or discipline
5. Research aims to advance the personal and professional qualifications of a practitioner.

Activity 2: On the words listed inside the box, choose ten (10) words related to the definition of research. Write
your answer on a separate sheet of paper.

Investigation subjective biases literature theories

System phenomena intuition guessing factual
Opinions experiences discovery dreams data
Interview teleserye instrument productivity validate

Activity 3: Read the following sentences. Write DR if the sentence is related to research, and write NDR if it is
not related to research. Write your answer on a separate sheet of paper.

1. Research must be hurriedly conducted.

2. There should be enough data before conducting research.
3. Research must observe a step-by-step process.
4. The researcher must have the final say in his or her findings.
5. A person's opinion is acceptable and considered as an answer to the questions asked by the researcher
6. Any concern or issue confronted by the students is researchable.
7. The causes why students fail in quizzes are worth researching.
8. The student-researcher must-read literature related to the problem he or she is studying.
9. The researcher must avoid listening to another researcher to have an objective view of his or her study.
10. The steps in conducting research are patterned.

Activity 4: Read and analyze the article below and then answer the questions that follow. Write your answer on
a separate sheet of paper.

Ethics in Qualitative Research

Ethical issues are present in any kind of research. The research process creates tension between the
aims of the study to make generalizations for others' good and participants' rights to maintain privacy. Ethics
pertains to doing well and avoiding harm. Harm can be prevented or reduced through the application of
appropriate ethical principles. Thus, the protection of human subjects or participants in any research study is
imperative.

Violations of human rights in the name of scientific research have been among the darkest events in
history. From 1932 to 1972, more than 400 African-American people who had syphilis were deliberately left
untreated to study the illness. Although the Tuskegee syphilis study was sponsored by the United States Public
Health Service, the disclosure of the 40-year research caused public outrage (Caplan, 1992).

Another example of unethical research is the experiment conducted between 1950 and 1952. More than
1,000 pregnant women were given diethylstilbestrol to prevent miscarriages. These women were subject to a
double-blind study without consent. Only 20 years later, when the children of these women had high rates of
cancer and other abnormalities, did the participants learn they were subjects of these experiments (Capron,
1989).

The nature of ethical problems in qualitative research studies is subtle and different from quantitative
research problems. For example, potential ethical conflicts exist concerning how a researcher gains access to a
community group and the effects the researcher may have on participants. The literature provides few examples
of ethical issues in qualitative health research. Punch (1994) claimed that one hardly ever hears of ethical
failures in qualitative research. However, Batchelor and Briggs (1994) contended that researchers' failure to
address ethical issues has resulted in those researchers being ill-prepared to cope with qualitative research's
unpredictable nature.

Qualitative researchers focus their research on exploring, examining, and describing people and their
natural environments. Embedded in qualitative research are the concepts of relationships a. power between
researchers and participants. The desire to participate in a research study depends on a participant's willingness
to share their own experience. Nurse researchers have to balance research principles and the well-being of
clients (Ramos, 1989). Qualitative health research is focused on the experiences of people concerning health
and illness. Yet, nurse researchers may find that their roles as researchers and as clinicians may be in conflict.
Qualitative studies are frequently conducted in settings involving the participation of people in their everyday
environments. Therefore, any research that includes people requires an awareness of the ethical issues derived
from such interactions. Ethics in health research include the appropriateness of the research design, the
methodological design, the funding sources, and the behaviors in reporting data. The purpose of this paper is to
show these and related ethical issues and principles to be used in qualitative research (Orb, 2000).

Source: Ethics in Qualitative Research by A. Orb, L. Eisenhauer,and D. Wynaden (2000)

GUIDE QUESTIONS

1. Based on the article, how will you define ethics in research?

2. Are the Tuskegee syphilis study and diethylstilbestrol study on pregnant women unethical? Why?
3. Suppose you were a part of the research teams who conducted the research studies. What will you do
to correct the unethical aspect of the experiments?
Answer Key:

Activity 1

1. True
2. True
3. True
4. False
5. True

Prepared by:
Michael H. Salinas
SST – III
References

Alcantara, A., and F. Espina. Technical Writing for Filipino Students. Philippines: Katha Publishing.

Alegarbes, Reymar. "PRACTICAL RESEARCH." Academia.edu. Accessed October 28, 2020.

https://www.academia.edu/38361967/PRACTICAL_RESEARCH.

Beck, C. T., and D. F. Polit. Nursing Research Principles and Methods. 7th ed. Lippincot: Williams and Wilkins,
2004.

Bernarte, Racidon. "Ethics in Qualitative Research." Journal of Nursing Scholarship. Accessed October 28, 2020.
https://www.academia.edu/9420815/Ethics_in_Qualitative_Research.

Coleman, M., and A. Briggs. Research Methods in Educational Leadership and Management. London: Paul
Campman Publishing, 2002.

Cristobal, Amadeo Pangilinan, and Maura Consolacion Dela Cruz Cristobal. Practical Research I (for Senior High
School). Quezon City: C&E Publishing, 2017.

Nieswiadomy, R. M. Introduction to Nursing Research. New Jersey, USA: Prentica Hall, 2005.

"What Is Ethics in Research & Why Is It Important? - by David B. Resnik, J.D., Ph.D." National Institute of
Environmental Health Sciences. December 01, 2015. Accessed October 28, 2020.
https://www.niehs.nih.gov/research/resources/bioethics/whatis/.

Sharma, Bharat Bhushan, and Virendra Singh. "Ethics in Writing: Learning to Stay Away from Plagiarism and
Scientific Misconduct." Lung India : Official Organ of Indian Chest Society. April 2011. Accessed
October 28, 2020. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3109843/.
 PRACTICAL RESEARCH 1
QUALITATIVE VS QUANTITATIVE RESEARCH
Q3 - WEEK 2

Name: ___________________________________ Grade Level: ____________________________

Section: __________________________________ Teacher: _______________________________

Background Information:
QUALITATIVE AND QUANTITATIVE RESEARCH METHODS

In research methodology, there are two broad categories: qualitative research and quantitative
research. The research method specifies the researcher's approach to classify relevant research data
and collect and interpret the information obtained in the analysis. The components of the study would
be influenced by choosing either a quantitative or qualitative approach. A researcher, for example, may
decide to perform scientific research. Suppose he or she takes a qualitative approximation. In that case,
The aim of the analysis will be to explore and examine the fundamental concepts and hypotheses
relevant to the subject of the study. If the researcher prefers a quantitative approach, one may interpret
the phenomenon using statistical data (Sagun, n.d.)

Qualitative Research

Qualitative research is defined as the "naturalistic research method of investigation that

addresses the problem of human complexity by directly exploring it." (Polit and Beck, 2008) In
comparison to quantitative research, qualitative research emphasizes human complexity and man's
ability to determine and construct his or her own experience. This form of research utilizes naturalistic
investigation techniques as the thesis focuses on the interpretation of the individual's experiences. This
form of research uses naturalistic investigation techniques as the thesis focuses on the interpretation of
the individual's experiences. From the viewpoint of the subject himself, this form of study seeks to
illustrate the human experience with its complex, holistic, and individualistic aspects. This form makes
use of qualitative narration and subjective content. (Decatoria, n.d.)

Qualitative research focuses on gaining knowledge and understanding of an individual's

experience and interpretation of events. This type of study gathers knowledge through techniques such
as interviews and participatory observation. Instead of concentrating on testing theories, the
researcher’s job is to evaluate the trends and themes in the acquired data. A qualitative research
researcher is not constrained by current theories but rather open-minded to new concepts and
perspectives. Lastly, the researcher does not have to be concerned with numbers and complicated
statistical analyses. (Aakaron, n.d.)

Comparison between Quantitative and Qualitative Research

QUALITATIVE QUANTITATIVE
Subjective Objective
Research questions answer “what” and “why”. Research questions answer “how many” or
Involves processes, feelings, and motives and “strength or relationship or difference”. Aims to
produces an in-depth and holistic idea characterize trends and patterns
A literature review may be done as the study A literature review is usually done before the study
progresses
Develops theory. Usually concerned with Tests theory. Usually starts with neither a theory
generating hypothesis from data rather than nor hypothesis about the relationship between two
testing a hypothesis or more variables.
Uses either unstructured or semi-structured Uses structured research instruments like
instruments questionnaires or schedules
Interpretive Measurable
Reports rich narrative, individual interpretation. A
Reports statistical analysis. A basic element of
basic element of analysis is words and ideas analysis is the number
The researcher is part of the process The researcher is separate
Uses small sample sizes chosen purposely Uses large sample sizes that are representatives
of the population
Context-dependent Context-free
The reasoning is dialectic and inductive The reasoning is logistic and deductive
Methods include field research, case study, and Methods include census, survey, experiments, and
secondary analysis secondary analysis.

Characteristics of Qualitative Research

Kania (2008) presents the following critical distinguishing characteristics of qualitative research:

1. Qualitative research is conducted systematically and rigorously. However, it is more flexible

than quantitative study.
2. It usually follows an iterative process, which means that data collection and analysis occur
simultaneously. Data already collected are updated by the ongoing data collection.
3. It focuses on gathering information from people who can provide the richest insights into the
phenomenon of interest. As a result, small samples are commonly used in qualitative research.
Study participants are usually selected in a purposive manner, using only those for whom the
topic under study is relevant.
4. Data collection is continuous until saturation. It reaches the point where no new information is
revealed to the key themes emerging from the data.
5. Qualitative data collection examines everyday life in its natural context or in an uncontrolled
naturalistic setting.

Common Types of Qualitative Research

1. Phenomenological Study – this type of research seeks to find the essence or structure of an
experience by explaining how complex meanings are built out of simple inner experience units. It
examines human experiences (lived experiences) through the descriptions provided by subjects or
respondents. The goal of this study is to describe the meaning that experiences hold for each
subject. The following are the areas of concern of this study: humanities, self-determination,
uniqueness, wholeness, and individualism.

Example: What are the common experiences encountered by a person with a spouse who is
undergoing rehabilitation?

2. Ethnographic Study – this study involves the collection and analysis of data about cultural groups
or minorities. In this type of research, the researcher immerses with the people and becomes a part
 of their culture. One becomes involved in the subjects' everyday activities and gets to empathize
with the cultural groups experiencing issues and problems in their daily lives. During the immersion
process, the researcher talks to the key persons and personalities called key informants who
provide essential information for the study. The primary purpose of this study is the development of
cultural theories.

Example: What are the demographic profile and migratory adaptations of squatter families in
Barangay Cutcut, Angeles City (Dela Cruz, 1994)?

3. Historical Study – this study is concerned with the identification, location, evaluation, and
synthesis or data from past events. This is not only limited to obtaining data from the past, but it
also involves relating their implications to the present and future time.

Example: What were the roles of women in the Katipunan?

a. Documents – printed materials that can be found in libraries, archives, or personal

collections.
b. Relics and artifacts – physical remains or objects from a certain historical period.
c. Oral reports – information that is passed on by word of mouth.

The validity of materials used in the study are assessed through the following processes:
a. Internal criticism involves establishing the authenticity or originality of the materials by
looking at the consistency of information. Motives and possible biases of the author must be
considered in trying to determine the accuracy of the materials.
b. External criticism – this is based on the analysis of the material; the ink and the type of
paper used, the layout and physical appearance, and the age and texture of the material
itself.

4. Case Study is an in-depth examination of an individual, groups of people, or an institution. Some of

its purposes are to gain insights into a little-known problem, provide background data for broader
studies, and explain socio=psychological and socio-cultural processes. A case study also involves
a comprehensive and extensive examination of a particular individual, group, or situation over some
time. It provides information on where to draw conclusions about the impact of a significant event in
a person’s life (Sanchez, 2002).

Example: How do HIV positive individual look at life?

5. Grounded Theory Study – the method involves comparing collected units of data against one
another until categories, properties, and hypotheses that state relations between these categories
and properties emerge. These hypotheses are tentative and suggestive and are not tested in the
study.

Example: Ten school counselors were given structured interviews to help determine how their
professional identity is formed.

6. Narrative Analysis – the primary sources of data for this type of research are individuals' life
accounts based on their personal experiences. The purpose of the study is to extract meaningful
context from these experiences.
 The common types of narrative analysis are as follows:

a. Psychological – this involves analyzing the story in terms of internal thoughts and
motivations. It also examines the written text or spoken words for their component parts or
patterns.
b. Biographical – this takes the individual's society and factors like gender and class into
accounts.
c. Discourse analysis – this studies the approach in which language is used in texts and
contexts.

7. Critical Qualitative Research – this type of research seeks to bring about changes and empower
individuals by describing and critiquing the social, cultural, and psychological perspectives on
present-day contexts. As such, it ultimately challenges the current norm, especially on power
distributions, building upon the initial appraisal of the said present-day perspective.

Example: A critical examination of consumer education texts used in adult literacy programs
revealed disrespectful content for adult learners, their previous experience as consumers, and
promoted certain ideologies regarding consumerism. The texts also defended the status quo by
blaming individual inadequacies for economic troubles, ignoring societal inequities (Sandlin, 2000).

8. Postmodern Research – as opposed to the traditional forms of qualitative analysis, this type of
research seeks to analyze the facts that have been established as truths. This truth refers to
research and science's ability to discover the truth and all generalizations and typologies.

Merriam et al. (2002) propose the following three “crises” as a result of the questioning performed:
 Whether the experience of another can be captured or whether it is created by the
researcher.
 Whether any study can be viewed as valid if traditional methodologies are flawed.
 Whether it is possible to institute any real change.

Example: If our views of the self are themselves constructed by the society we live in and the
language we use is true knowledge of the self, independent of these, even possible? If our “selves”
are constructed, then attempting to gain understanding through self-reflection is a miscognition and
(it) instead of results in the creation of a less independent and more societal regulated

9. Basic Interpretative Qualitative Study – this is used when a researcher is interested in identifying
how individuals give meaning to a situation or phenomenon. It uses an inductive strategy to analyze
patterns or common themes to produce a descriptive account that summarizes and analyzes the
literature that defined the study.

Example: An interview of 45 women from varying backgrounds and comparing the developmental
patterns discerned with earlier findings on male development. They found women’s lives evolved
through periods of tumultuous, structure-building phases that altered with stable periods (Levinson
& Levinson, 1996).

Strengths and Weaknesses of Qualitative Research

Anderson (2010), in her article “Presenting and Evaluating Qualitative Research,” lists the
following strengths of qualitative research:
1. The study requires a few cases or participants. Data collected are based on the participants’ own
categories of meaning.
2. It is useful for describing complex phenomena.
3. Issues can be examined in detail and in-depth.
4. Interviews are not restricted to specific questions and can be guided or redirected by the researcher
in real-time.
5. Subtleties and complexities about the research subjects or topic are often missed by more
positivistic inquiries.
6. It provides individual case information.
7. Cross-case comparisons and analysis can be conducted.
8. It provides an understanding and description of people’s personal experiences of phenomena.
9. It can describe in detail the phenomena as they are situated and embedded in local contexts.
10. The researcher usually identifies contextual and setting factors as they relate to the phenomenon of
interest.
11. The researcher can study dynamic processes.
12. The researcher can use the primarily qualitative method of grounded theory to generate a tentative
but explanatory theory about a phenomenon inductively.
13. It can determine how participants interpret construct.
14. Data are usually collected in naturalistic settings in qualitative research.
15. Qualitative approaches are especially responsive to local situations, conditions, and stakeholders’
needs.
16. Qualitative data in the participants' words and categories lead themselves to explore how and why
particular phenomena occur.
17. You can use a crucial case to vividly demonstrate a phenomenon to the readers.
18. It can determine idiographic causation.

Anderson (2010) also enumerates the following weaknesses of qualitative research:

1. The knowledge produced might not apply to other people or other settings.
2. Inflexibility is more challenging to maintain, assess, and demonstrate.
3. It is sometimes not as well understood and accepted as quantitative research within the scientific
community.
4. The researcher’s presence during data gathering, which is often unavoidable in qualitative
research, can affect the subjects’ responses.
5. Issues of anonymity and confidentiality can present problems when presenting findings.
6. It is difficult to make quantitative predictions.
7. It is more difficult to test hypotheses and theories with large participant pools.
8. It might have lower credibility with some administrators and commissioners of programs.
9. It generally takes more time to collect the data compared to quantitative research.
10. Data analysis is often time-consuming.
11. The results are more easily influenced by the researcher’s personal biases and idiosyncrasies.

Learning Competencies with Codes:

- differentiates quantitative from qualitative research (CS_RS11- IIIa-4)

- describes characteristics, strengths, weaknesses, and kinds of qualitative research (CS_RS11- IIIb-1)
- Illustrates the importance of qualitative research across fields (CS_RS11- IIIb-2)
Exercises:

Activity 1: Write True if the statement is correct and write False if it is not correct. Write your answer on a
separate sheet of paper.

1. Qualitative research is Objective.

2. One of the strengths of Qualitative research is it provides individual case information.
3. One of the strengths of Qualitative Research is the data analysis is often time-consuming.
4. The purpose of Phenomenological Research is to extract meaningful context from these
experiences.
5. Qualitative research focuses on understanding an individual's experience and interpretation of
events.

Activity 2: Identify which research designed is referred to by the following statements. Write your answer on a
separate sheet of paper.

1. This design studies a group of people over a long period.

2. This research focuses on a group of people sharing common characteristics
3. This research identifies a problem, implements a solution, and studies its effects
4. In this design, the researcher manipulates the variables and determines their effects.
5. This research is done in stages to gather sufficient data.
6. This design seeks to establish and explain a “cause and effect” relationship
7. This research looks into a large group of people with different characteristics
8. This design aims to describe the present situation to gain information about a
phenomenon
9. This research focuses on problems or topics with little or no research done about them, and
gathers information that will guide future studies
10. This design combines elements from various research designs and uses both qualitative and
quantitative methods.

Activity 3: Read and analyze the following research topics and identify what type of qualitative research is
appropriate for each. Then justify your answer by providing a brief explanation. Write your answer on a
separate sheet of paper. Every item is three (3) points each.

1. A researcher investigated the rare Amazonian Tree's medical properties and discovered that its
components can be made into a drug that can cure Dengue.

2. A researcher is looking into ways to create intervention on violent or hostile behavior among young
children

3. A researcher analyzes music composition by researching its utilization of theory and intuition,
technologies in creating music, and a critical approach in its design process.

4. A researcher immerses with the Badjao street dwellers to learn how they were able to migrate from
Mindanao

5. A researcher seeks to discover the events that transpired behind Antonio Luna's assassination in Cavite
in 1899 and discuss the implication of these events to history.
 Activity 4: Answer briefly

1. Explain the significance of knowing the correct type of qualitative research to explain or research a
given topic. Write your answer on a separate sheet of paper.

Rubrics for Activity 4

Areas of
5 4 3 2
Assessment
Organization All ideas were consistently Some ideas are consistently Few ideas are consistently
Ideas are unclear
of Ideas clear clear clear

All sentences are arranged Some sentences are Few sentences are arranged
Sentence Sentences are not
logically to form a coherent arranged logically to form a logically to form a coherent
Structure logically arranged
paragraph coherent paragraph paragraph e

Mechanics No error Several errors Few errors Numerous errors

Prepared by:
Michael H. Salinas
SST – III

Answer Key:

Activity 1

1. False
2. True
3. False
4. False
5. True
References for learners
Aakaron. "PRACTICAL RESEARCH.pptx - General Forms of Research Scientific Research Seeks to Provide
Scientific Information and Theories for the Explanation Of Course Hero. Accessed October 29, 2020.
https://www.coursehero.com/file/43949341/PRACTICL-RESEARCHpptx/.

Anderson, Claire. 2010. "Presenting and Evaluating Qualitative Research." American Journal of Pharmaceutical
Education. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2987281//.

Cox, Janelle. "Sample Essay Rubric for Elementary Teachers." ThoughtCo. https://www.thoughtco.com/essay-
rubric-2081367 (accessed August 5, 2020).
Cristobal, Amadeo Pangilinan, and Maura Consolacion Dela Cruz Cristobal.2017. Practical Research I (for
Senior High School). Quezon City: C&E Publishing.

Decatoria, Jason M. "GENERAL FORMS OF RESEARCH.docx." Scribd. Accessed October 29, 2020.
https://www.scribd.com/document/475500537/GENERAL-FORMS-OF-RESEARCH-docx.

Dela Cruz, M. C. 1994. "Migratory Reasons and Adaptations of Squatter Families in Cutcut, Angeles City."
Master's thesis, Philippines: Philippine Normal University.

Kania, Ania, Antony Porcino, and Marja J. Vehoef. 2008. "Value of Qualitative Research in the Study of Massage
Therapy." International Journal of Therapeutic Massage & Bodywork.
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3091453/.

Levinson, D. J., and L. D. Levinson. 1996. The Seasons of a Woman's Life. New York, USA: Ballantine Books.

Sagun, Mary Grace. "Lecture 4." Types of Research. Accessed October 29, 2020.
https://www.scribd.com/presentation/447236225/Lecture-4.

Sanchez, C. A. 2002. Methods and Techniques of Research. Revised ed. Metro Manila: Rex Printing Company.

Sandlin, J. A. 2020. Adult Education Quarterly. London, England: SAGE Publication.

 PRACTICAL RESEARCH 1
IDENTIFYING THE INQUIRY AND STATING THE PROBLEM
Q3 – WEEK 3

Name: ___________________________________ Grade Level: ________________________________

Section: __________________________________ Teacher: ___________________________________

Background Information for Learners

Writing a research paper can be a daunting task, especially if it is your first time writing one. In your English
for Academic and Professional Purposes (EAPP) in the previous semester served as your foundation in understanding
the very concept of “research” through the lesson in writing a report. Much like a report, you must deal with critical
thinking, problem-solving skills, and good decision-making skills in writing a research paper. In doing so, we must
identify the steps that one must be familiar with to start a research project.

Designing a Project related to Daily Life

One importance of research is its ability to leave a lasting impact on people and the community in general.
That is why a student like you must develop a kind of research that will be beneficial to the community you’re a part of.
And, just how exactly are you able to do that? Let us begin by coming up with your research title.

Writing a Research Title

According to Sicat (2009), the title is the most-read part and the first thing that gets noticed in a research
paper, so it is imperative to come up with an impressive one. Below are the steps in writing a research title for your
qualitative research:

1. Select a topic. One that can be considered an excellent topic is one that concerns you or your
specialization. It may be an experience in your school or community that directly affects you. You should choose a
topic that you are passionate about or very interested in. Refrain from topics that are way too familiar. This enables
you to offer something new and enlightenment to others (Sicat, 2009).
2. Write a Working Title. A working title is a temporary one that is subject to improvement throughout
writing the research paper. In doing so, these are the guidelines to keep in mind: 1. the purpose of the research, 2. the
narrative tone of the paper [in this case, for PR1, it is qualitative research], and 3. the methods used [in the qualitative
study].
3. Writing the Final Title. The final title will only come to fruition once the research has been completed.
This will be approved by the research teacher’s research adviser. This is done for the title to accurately capture what
manifested in the research paper.

Other Pointers in Effectively Writing the Research Title

• It should accurately reflect the proposed study’s content and scope (Hollins and Fleming, 2014).
• Refrain from using abbreviations.
• Use words that create a positive impression and stimulates readers’ interest.
• Use modern nomenclature (terms) in the field of study.
• Ensure that both dependent and independent variables are identified.
• Indicate the relationship between the variables, supporting the thesis of the paper.
• Limit it between 10 to 15 substantive words.
• May reveal how the paper will be organized.
• Include the nature of the study or the method used.
• Do not include “study of”, “analysis of” or anything of similar constructions.
• Titles are usually in the form of a phrase but can also be in the form of a question. Subtitles may use the
question form.
• Observe grammar.
 • Capitalize the first and last word of the title, including the first word of the subtitle preceded by a colon ( :
), should there be any. Also, capitalize the nouns, pronouns, verbs, adjectives, and adverbs that appear
between the first and last words.
• The exclamation mark is rarely used unless necessary.

Examples of Research Titles

A Case Study on Students’ Virtual Fatigue in Online Classes
Customer Service of AlfaMart Convenience Store Cutud Branch
Lived Experiences of ABM Students in Modular Distance Learning Modality

Research Titles with subtitles:

Experience Better: A Case Study on Converge’s Intermittent Internet Connection
Mothers in their Teenage Years: A Phenomenological Study

The Parts of a Research Paper

Once you have a working title, you can already begin your manuscript with Chapter 1, which revolves
around “The Problem and Its Background”. To familiarize yourself with the different parts of a research paper, here is
the list of a typical research paper sequence:

Chapter I – The Problem and Its Background

Introduction
Statement of the Problem
Significance of the Study
Scope and Limitation of the Study
Definition of Terms Used in the Study

Chapter II – Review of Related Literature and Studies

Related Literature and Studies

Chapter III – Methods of Study and Sources of Data

The Research Design
The Population of the Study
Sampling Design
Methods of Gathering Data
Instrumentation

Chapter IV – Presentation, Analysis, and Interpretation of Data

Chapter V – Summary of Findings, Conclusions, and Recommendations

Summary of Findings
Conclusions
Recommendations

Depending on the format that your school follows, this sequence may change, but essentially, this is how
qualitative research is designed – structure-wise. Should there be specifics in your research paper, your research
teacher is the best person to give you directives.

The Introduction

In writing your chapter 1, the introduction must be able to encapsulate the following:
• a substantial statement of the general problem(s) or research question(s) being discussed
• background information about the research topic presented in deductive approach (general to
specific): the international picture (mega level), the local level (macro-level), and the context for the
research by setting the scene (micro-level)
• details of any relevant studies or theories
• reason(s) as to why the research is conducted to justify it
• the justification section should state: why the study is necessary, its potential value, to whom are the
results of the study important; and, in what way and how they are to be used.
The Statement of the Problem and Stating the Research Questions

The statement of the problem is a simple, clear, and unambiguous set of questions specific to the problems
to be investigated in the research paper. It can be stated in declarative or interrogative form. Usually, it consists of a
series of statements/questions with one general statement/question. The rest are the specific statements/questions.
The major or main problem reflects the general area of the investigation, which usually mirrors the title. The specific
problems are essential, the sub-problems or the broken-down versions of the main problem. Most importantly, the
problem should be defined in terms of the data that can be gathered.

Now that we’re through with the discussion on these newfound concepts let us test your knowledge!

Learning Competency with code

Designs a project related to daily life (CS_RS11-IIIc-e-1)

Writes a research title (CS_RS11-IIIc-e-2)
Provides the justifications/reasons for conducting the research (CS_RS11-IIIc-e-3)
States research question (CS_RS11-IIIc-e-4)

Exercises

Exercises / Activities

A. Read the following questions and provide your answer before the number. (15 points)
____________________1. This is the most-read part of the research paper and is usually read first.
____________________2. These are the number of words allowed in writing the research title.
____________________3. This is the first step in writing the research title.
____________________4. This means that the title is not yet final and is subject for changes.
____________________5. This is the shortening of terms or phrases that is to be avoided in writing the
research title.
____________________6. This must also be observed to achieve a comprehensive, flawless research
title.
____________________7. This means that the research title is already complete, accurately capturing
what transpired in the research paper itself.
____________________8. This punctuation mark is rarely used in a research title.
____________________9. According to Sicat (2009), this is something that you should be passionate
about, so you can write a worthy research title.
____________________10. This can use the question form in writing the research title.
____________________11. This is the punctuation mark that separates the title and the subtitle.
____________________12. These are the parts of speech that remain written in small letters whenever
placed in-between the first and last words of the research title.
____________________13. This chapter contains the problem and its background.
____________________14. This part can be stated either in declarative of interrogative form.
____________________15. This part contains that brief background about the research and the
justification in conducting the research.
B. Examine the given research titles and apply the necessary corrections. Use the space provided for each
item. Write your answer on a separate sheet of paper (15 points)

1. A Case Study On The Sleeping Patterns Of People With Insomnia (4 points)

_____________________________________________________________________________________
2. A Feasibility Study on establishing a food cart bus. Along Cutud, Angeles City Main Road (5 points)
_____________________________________________________________________________________
3. Microsoft Office Skills Of ABM students, basis for a Seminar-Workshop On MS Office tools
(6 points)
_____________________________________________________________________________________
C. Applying what you have learned from the lesson, create a working title for a research paper that is
aligned with your specialization. Also, include a brief introduction, showing the background about your
research topic and the justification for conducting such a research topic. This will be followed by
the statement of the problem showing one (1) main problem and at least two (2) specific problems.
Below is the scoring rubric for your reference. Write your answer on a separate sheet of paper.

Working Research Title:

Introduction:

Statement of the Problem:

Rubric for scoring Exercise C

Criteria 10 4 3 2 1 Score
Relevance of The topic The topic The topic The topic The topic
the chosen chosen chosen displays chosen chosen chosen
topic to the displays major relevance displays displays little displays very
specialization absolute to the moderate relevance to little-to-no
relevance to specialization. relevance to the relevance to
the the specialization. the
specialization. specialization. specialization.
Coherence of The ideas are The ideas are The ideas are The ideas are The ideas
ideas coherent and coherent and coherent and moderately lack
presented in free from with very with minimal coherent and coherence
the errors. minimal errors. errors. with plenty of and full of
Introduction errors. errors.
and Statement
of the Problem
Mastery of the The outline The outline The outline The outline The outline
lesson displays displays displays displays little displays very
mastery of mastery of the mastery of the mastery of the little-to-no
the lesson, lesson with very lesson, with lesson, with mastery of the
free from minimal errors. minimal errors. plenty of lesson, with
errors. errors. full of errors.
Total Score /30

Prepared by:

JEFFREY N. CANLAS
Senior High School Teacher II
Northville 15 Integrated School
Answer Key
A.
1. research title
2. 10 to 15
3. choosing a topic
4. working title
5. abbreviation
6. grammar
7. final title
8. exclamation mark ( ! )
9. topic
10. subtitle
11. colon ( : )
12. prepositions, conjunctions, articles/determiners
13. Chapter 1
14. statement of the problem
15. introduction

References

Martin, Caroline J Hollins, and Valerie Fleming. 2014. “A 15-Step Model for Writing a Research Proposal.” British
Journal of Midwifery 18 (12). doi: https://doi.org/10.12968/bjom.2010.18.12.791

“Organizing Academic Research Papers: Choosing a Title.” 2020. Sacred Heart University Library.
https://library.sacredheart.edu/c.php?g=29803&p=185911.

Sicat, Lolita V. 2009. Worktext in Research Writing. First. Tarlac City, Tarlac: Tarlac State University.
 PRACTICAL RESEARCH 1
SCOPE AND DELIMITATION OF RESEARCH
Q3 - WEEK 4

Name: ___________________________________ Grade Level: ____________________________

Section: __________________________________ Teacher: _______________________________

Background Information:

SETTING THE SCOPE OF THE STUDY

The scope of the study is determined primarily by the selection of variables that the research study will
focus on. Defining the scope of the research requires the careful selection of variables that will be investigated
and the attributes that will define and measure these variables.

A variable refers to any characteristic with different values or traits that map vary across research
participants. Variables are measured, controlled, and manipulated by the researcher. Examples include age,
gender, height, and weight. Based on the research problem, the researcher identifies the possible variables that
will be investigated to address the problem.

Attributes are essential elements of a variable. It refers to the value assigned to a specific variable. For
example, suppose a researcher focuses on gender as a significant variable in the study. In that case, one then
identifies male and female as attributes of gender. The variable agreement may have the following attributes --
strongly agree, agree, disagree, and strongly disagree. (Sagrado,n.d.)

Variables have the following essential characteristics:

1. Dependence – this refers to how the variable is considered in a cause-and-effect relationship.

a. Independent variables are those characteristics that are manipulated or selected by the
researcher.
b. Dependent variables are those that change because of changes to the independent variable.

For example, in a study investigating the use of computer-aided instruction on student

performance, the independent variable is teaching instruction as the researcher chooses to implement
computer-aided teaching in the classrooms. Therefore, the dependent variable is student performance,
as it is expected to change in reaction to the introduction of computer-aided teaching.

2. Mutually exclusive – this means that a participant or respondent cannot possess two attributes of a
variable. For instance, a person cannot be both male and female.

3. Exhaustive – this means that the researcher should consider all possible attributes of a certain variable. In
identifying the participants' possible responses to survey questions, the researcher must identify all possible
answers or reactions. In reality, considering all possible attributes and including them in the research study
is a challenging and almost impossible task. Therefore, selecting the most relevant attributes for each
variable is part of setting the scope of the study.

Kinds of Variables

1. Continuous variables may have an infinite number of values and may vary widely among the research
participants. Examples include age and weight.
 2. Discrete variables have specific limits to their value. Examples include income, number of children, or
years of employment.

3. Categorical variables cannot be expressed in numbers. However, they are given in non-quantitative,
descriptive terms. Examples include civil status (single. married, widowed) and educational
achievement (high school graduate, college graduate, post-graduate).

DELIMITATION OF THE STUDY

The study's delimitation describes the various limitations that arose during the study's design
and conduct, such as characteristics of the research design and methodology, which affect its findings.
These limitations are constraints on specific aspects of the research. It includes the interpretation of data and the
applicability and usefulness of the results and findings.

The limitations of the study are defined primarily by the scope of the study. While the scope of the study
defines the variables that are the focus of the research, the delimitation of the study identifies the other variables
that were not considered for the study. The identified limitations are only those that are significant or may have
impacted the findings of the study. The characteristics of chosen respondents and the period and place where
the research was done are major variables that define the scope and delimitation of research. (Arriola, 2017)

The following may be the possible limitations that may arise from the research design and methodology:

1. Sample size. The research design and methodology will determine whether the research will have a small
or large sample size. The sample size will determine the quality of data and the relationships identified
among the variables.

2. Lack of available and/or reliable data. Missing and unreliable data will limit the scope of analysis and the
researcher’s ability to determine meaningful trends and relationships among the data.

3. Lack of prior studies. This will limit the literature review's effectiveness and may limit the initial
understanding of the research problem. This, however, can be a basis for identifying avenues for further
research.

4. Chosen data collection method. Limitations in the data collection instrument may affect the quality of data
collected. Unclear or vague questions in a questionnaire will result in ambiguous or erroneous answers from
the respondents. The method employed in data collection may also affect the quality of the data.

5. Nature of the information collected. Relying on preexisting data may impose limits on the researcher as
one can no longer clarify specific data. Self-reported data have the risk of being false and cannot be easily
verified.

Apart from the design and methodology, the researcher's characteristics and the limits that he or she
experiences in the conduct of the research will also give rise to limitations. These are as follows:

1. Access. The amount and quality of data will depend on the researcher's ability to access people,
organizations, libraries, and documents to provide him or her with the best available data.

2. Time. The length of time devoted to the study will affect almost all aspects of the research. It is advisable to
select a research problem and design that gives way to a more manageable time.

3. Bias. This refers to viewing a sure thing, issue, or idea and may be influenced by the researcher's
background. Therefore, one should be aware of his or her personal biases and how these affect the conduct
of the research. Biases may affect how the researcher states and defines the research problem, the
 selection of research design and methodology, the chosen variables, data collection methods, and the
interpretation of data.

4. Language. This may affect data collection, especially if the researcher is involved with respondents who
speak a variety of languages. This is a challenge in studies that include documents that are written in
different languages.

It is essential to state the limitations of the study in detailed but concise terms. The researcher should
also explain why such limitations arose in the study's conduct and explain why these could not be overcome by
the research method employed. The impact of the limitation on the collected data and its effects on the
interpretation and analysis should be assessed. The limitations can also lead to further research. The researcher
should include a brief explanation of how these can help future researchers improve their research design and
methods.

Scope and Delimitation Example 1:

The Intrapersonal and Interpersonal Competencies of School Managers: Basis for the
Formulation of the Human Relation Intervention (Cristobal, 2003)

The study assessed the school managers' intrapersonal and interpersonal competencies in the Division
of Bataan, 2001 – 2002. The school managers included in the study were the secondary school principals and
head teachers of big national high schools in the division. Moreover, teacher respondents had only the teachers
teaching Teknolohiya, Edukasyong Pangkabuhayan, at Pantahanan subject.

Robbins (1996) enumerated the intrapersonal competency was measured by the variables as
enumerated. According to him, the most powerful predictors of behavior in an organization are the following
specific personality traits: the focus of control; Machiavellianism; self-esteem; self-monitoring; risk-taking; and
personality.

Appodaca (1997) discussed the five aspects of the supervisor’s role to maintain a good relationship with
others. These aspects are management, learning and training aspect, motivation, developing positive employee
attitudes, and problem-solving techniques. Finally, the school effectiveness variable was measured by the school
manager's profile, teacher's performance, and school performance. Some school performance indicators like the
dropout, completion, survival, and achievement rates were based on the average rating of three consecutive
school years, SY 1999 – 2000 to SY 2001 – 2002.

A validated questionnaire-checklist served as the main instrument of the study. A follow-up interview
was also used to clarify vague answers, and documentary analysis was also employed to answer the specific
questions raised in the proposal.

Scope and Delimitation Example 2:

Predictors of Students' Performance in Chemistry Laboratories of Selected Private Schools

(Estrella, 2009)

This study focused on the factors affecting students' performance in a chemistry laboratory in selected
schools in Balanga City for the school year 2008-2009.
In this study, the student's performance refers to the students' average grade in their chemistry
laboratory from first to third grading period. Chemistry, the study's chosen field, is the science with more abstract
theories that must be proven with actual events through experiments by the students.

The grade point average (CPA) was gathered and tabulated to measure their chemistry laboratory
performance.
 The study considered the following schools in Balanga City Schools as the research locale of the
investigation: Tomas del Rosario College, Asia Pacific College of Advanced Studies, and Bataan Christian
School. This is because these schools belong to the same category as private institutions.

Specifically, the factors in this research were student-related ones that pertain to students' attitudes in
the chemistry laboratory. Teacher-related factors pertain to the teaching strategies, competencies, and teachers'
attitudes in conducting chemistry laboratory experiments. Lastly, laboratory-related factors pertain to the
adequacy, availability, and usability of the laboratory equipment and the laboratory manual and facilities.

SIGNIFICANCE OF THE STUDY

Research is a very noble undertaking if it contributes to the community or the academic field or
discipline where the researcher is affiliated. That is why the significance of the study should clear. Discuss the
purpose that the research will serve to society, the country. The government, the institution or agency concerned,
the curriculum planners and developers, and the research community. This section describes the contribution of
the study to the existing body of knowledge. It could be in the form of new knowledge in the field, confirmation of
other studies' significant findings, verification of the validity of results in a different population, analysis of trends
over time, and validation of other findings using different methodologies.

The researcher also has to identify the beneficiaries who win directly gain from the results of the study.
In determining the beneficiaries, the researcher should be specific in mentioning them in the paper. The
particular benefits must also be enumerated and explained if necessary. (Sagrado, n.d.)

Significance of the Study Example 1:

The Effects of Computer-assisted Instruction in the Performance of Students in Asian History and
Civilization (Cuenca, 2008)

The findings of the study may provide more in-depth insights on how teaching can be made easier and
more meaningful by the use of computer-aided instruction. The study determined the significant effects of slide
presentation in instruction, a form of computer instruction, on the students' performance in the subjects Asian
History and Civilization.

To the students, the results may serve as an inspiration for them to continuously improve their skills in
using computers because they will realize the comfort that computer skills offer in complying with the
requirements of major subjects in the coming years.

To the administrators, the results may serve as a guide in the program-planning and implementation of
the IT department so that they can be of great help to the teachers of the university.

To the teachers, the results may serve as an eye-opener for those who are not comfortable using
computers in their class lesson presentations. The findings of this study may encourage more of them to apply
computer-aided instruction in teaching.

Significance of the Study Example 2:

Staff Nurses' Roles on the Accuracy of Specimen Collection in Selected Government and Private
Hospitals in Bulacan: Relations to Their Work Performance (Reyes, 2007)

The results of this study will be of great benefit to the following:

 Clinical instructors. The results of the study will provide them research-based information as to the
extent of participation engaged in infection control. The results could identify which areas they need to improve
and the areas required to be sustained for better implementation.

Head nurses. This will provide a clear picture of the performance of their subordinates. This will enable
them to supervise and coach the staff nurses to Increase their level of performance. Moreover, this will determine
the type of management skills that head nurses need to function effectively and will shed light on areas in the
current practices that needed to be worked up.

Nursing personnel. This study will provide information on the extent of managerial skills that the head
nurse actually employs. This can be realized if these nurses become aware of their behavior towards others,
which must accord with the standard values of the nursing profession.

Other researchers. This research can be a source of another study. The results will be possible
research literature for their own study. Enrichment or validation of the study of the same variables is
recommended for them to reinforce the results of this study. The findings of this study can also serve as a
conceptual framework of another research.

SUBJECT MATTER OF THE INQUIRY OR RESEARCH

You begin your research work with a problem, that is, having a problem or topic to work on. Mulling
over a subject for your research work drives you to perform HOTS or Higher Order Thinking Skills/Strategies. It
can be inferential, critical, integrative, and creative thinking. These skills help in finalizing one topic among
several choices. A topic is researchable if the knowledge and information about it are supported by observable,
factual, and logical evidence (Peñamante, n.d.).

RESEARCH PROBLEM

 States the area of concern of the research paper, whether it is a circumstance needing development, a
difficulty requiring attention, or an inquiry necessitating an answer.

 Sets the direction of the research study as it provides the foundation for the research hypothesis and
defines what kind of research is suitable to address the problem.

 However, it is important to note that this section should only state the problem and not preface or
suggest a solution.

SOURCES OF RESEARCH PROBLEMS

Research problems may be derived in almost any setting such as hospitals or clinics, schools, offices,
homes, or any part of the community. Research problems can be commonly based on circumstances with the
following characteristics: (Christressant, n.d.)

 It conveys a feeling of discomfort or difficulty.

 It has a perceived difficulty in broad subjects such as family affairs, home management, and leadership.
 It displays a gap between theory and practice. What is said by the elders and what the students see and
observe.
 It utilizes a procedure requiring technologically advanced equipment.
 It involves the experience of any kind of individual.
 It shows some kind of pattern or trend.
  It makes use of literature reviews, continuous readings, and past studies. These readings can lead a
student to a topic and its scope and clues for further studies. The repetition of a prior research study in a
different setting and time is called replication.
 It relates to an individual’s curiosity and interest.
Furthermore, a discerned problem is said to be researchable when the following criteria are met:
 Solutions are available but not yet tested and not previously known by the practitioner.
 No solutions are available to answer the gap or the problem being assessed.
 When the given answers or solutions and the possible results are seemingly untested or factually
contradictory.
 A phenomenon requiring an explanation has occurred.
 There are several possible and plausible explanations for the existence of an undesirable condition.

CONSIDERATIONS IN FORMULATING THE RESEARCH PROBLEM

1. External Criteria

a. Novelty refers to the practical value of the problem due to its “newness” in the field of inquiry.
b. Availability of subjects refers to the people with the desired capability and willingness to
participate in the study. The sample of the research must be representative enough to ensure
the reliability and validity of the results.
c. Support of the academic community refers to the assistance given by the members of the
institution, like the principal, teachers, staff, students, and the parents, in the gathering of data
and defraying the cost of the study. Permission of those concerned for the participation in the
study of staff members, children, the aged, and the mentally challenged should be secured.
d. Availability and adequacy of facilities and equipment – devices such as computers and
telephone used in undertaking the study must be considered.
e. Ethical considerations include avoiding research problems that pose unethical demands on the
part of the research participants.

2. Internal Criteria

a. Experience, training, and qualifications of the researcher constitute the researcher’s knowledge
and expertise resulting from experience and study.
b. Motivation, interest, intellectual curiosity, and perceptiveness of the researcher are essential
attitudes that bring anticipated satisfaction or enjoyment in completing the research task.
c. Time Factor considers the fact that studies must be pursued within a given time frame.
d. Costs and returns matter in choosing a research problem because it is an expensive
undertaking. The funding needed depends on the sample size, the place where the research is
to be conducted, the treatment of data, and the kind of research design.
e. Hazards, penalties, and handicaps depend upon the researcher’s physical and intellectual
capacity and moral judgment.

STATEMENT OF THE PROBLEM

The statement of the general and specific problems must be made after the investigator clarified the
following: rationale, identified the problem’s degree of seriousness, provided the literature review, and set the
overall objective, the formulation of the heart of the thesis. The opening paragraph of this section contains the
general problem of the study.
Writing the General Problem in a Qualitative Study

In the book Principles of Qualitative Research: Designing a Qualitative Study, Creswell and Clark (2014)
provide the following criteria in writing the purpose statement.
  It should use single and not compound sentences.
 It should express the purpose of the study.
 It should include the central phenomenon.
 It should use qualitative words, e.g., explore, discover, and explain.
 It should identify the participant of the study.
 It should state the research site.
 It should not reveal the participants of the study except for action research.

A sample pattern for the purpose statement is provided below.

The purpose of this (narrative, phenomenological, grounded theory, ethnographic, case) is to

(understand, describe, develop, discover) the (central phenomenon of the study) for (the participants) at
(the site). At this stage in the research, the (central phenomenon) will be generally defined as (a general
definition of the central concept) (Creswell and Clark, 2014).

Below are some examples of a general problem.

Example 1:
The overall objective of this phenomenological study is to describe the intrapersonal and interpersonal
competencies of school principals and their relationship to the school effectiveness in the Division of Bataan for
the SY 2001-2002. The result is used as a basis for the intervention program (Cristobal, 2003). Here,
intrapersonal is the school managers’ own self-concept and personality. At the same time, interpersonal is their
communication and expressions in dealing with subordinates.

Example 2:
The objective of this ethnographic study is to differentiate the customs and traditions of the Aetas and
the locals of Zambales enrolled in Olongapo National City High School for the SY 2014-2015. In this research,
the customs and traditions are defined as their practices in the celebration of feasts.

Example 3:
This grounded theory study aims to characterize the general study habits of the high school students
that belong to the top ten of the class. The study habits are concentrated on the student’s preparation before
attending the classes daily.

The general problem is followed by the enumeration of the specific problems. These problems are
usually stated as questions that the researcher seeks to answer. Therefore, the specific problems must meet the
following criteria:

1. They must be in question form.

2. They must define the population and the sample of the study (respondents).
3. They must identify the variables being studied.

According to Creswell and Clark (2014), there are two types of research questions. These are as
follows:

1. Central questions – these are the most general questions that can be asked.
2. Sub-questions – these questions subdivided the central question into more specific topical questions
and are only limited in number.

Creswell and Clark (2014) also provide some guidelines in formulating the research question:

1. The question should begin with words such as “how” or “what”.

 2. The readers should be informed of the information that will be discovered, generated, explored,
identified, or described in the study.
3. The question “What happened?” should be asked to help craft the description.
4. The question “What was the meaning to people of what happened?” should be asked to understand the
results.
5. The question “What happened over time?” should be asked to explore the process.

Also, Creswell and Clark (2004) also provide the following scripts as a guide in designing
qualitative central and sub-questions:

1. Central question script

a. ‘What is the meaning of/what does it mean to (central phenomenon)?”

Examples:
i. What is the meaning of intrapersonal competencies?
ii. What does it mean to differentiate the customs and traditions of Aetas from those of
the locals?
iii. What does it mean to characterize the study habits of the top 10 students of the
class?

b. “How would (participants) describe (central phenomenon)?”

Examples:
i. How would school managers describe intrapersonal competencies?
ii. How would the Aetas and locals of Zambales differentiate their customs and
traditions?
iii. How would the top ten high school students characterize their general study habits?

2. Sub-question script

“What (aspect) does (participant) engage in as a (central phenomenon)?”

Examples:
a. What level of self-concept does the school managers engage in as a characteristic of
interpersonal competencies?
b. What practices do the Aetas and locals of Zambales engage in as a part of their customs and
traditions?
c. What kind of preparation does the top 10 high school students engage in as an indicator of
their general study habits?

Types of Research Question

In general, there are two types of questions formulated in research. These are as follows:

1. Non-researchable questions – there are questions of value and are answerable by yes or no.
Examples:

a. Should all mothers breastfeed their babies?

b. Should high school teachers be watchful over their Grade 7 students?
c. Should the schools offering different majors in senior high schools require their students to
have a mandatory review before taking the National Assessment Exam?
d. Do all head teachers have a master’s degree?
e. Are family members helping their children in reviewing their lesson?
2. Researchable questions are questions of opinions, perceptions, or policy that are raised to accumulate
data. Formulating an exact, significant question prepares the researcher for subsequent decision-
making on research design, data collection, and data analysis.
Examples:

a. What are the common preparations done by Grade 7 students during their first days in school?
b. How do senior high school students respond to their Math teacher?
c. What are the study habits of students who are poorly performing?
d. What is the relationship of the attitudes of the adviser to the classroom behavior of Grade 9
students?
e. How do the officers of the Parent-Teacher Community Association assist in the improvement of
school facilities?

As cited by Wilson (1989), it provides further classification to research questions. These are as follows:

1. Factor-isolating questions – these ask the question “What is this?” These questions are sometimes
called factor-naming questions because they isolate, categorize, describe, or name factors and
situations.
Examples:
a. What is the profile of school principals in terms of the following?
i. Age
ii. Management experience
iii. Civil status
b. What is the level of competencies of school principals as described by their respective
teachers and themselves in terms of the following?
i. Intrapersonal
ii. Interpersonal

2. Factor-relating questions – these ask the question, “What is happening here? The goal of these
questions is to determine the relationship among factors that have been identified.
Examples:
a. What is the relationship of the senior high school teachers' level of performance to the OJT
performance of the students enrolled in the business track of Saint Paul School of Professional
Studies?
b. How does the performance level of volleyball teams of boys differ from that of the girls?

3. Situation-relating questions – these questions ask the question “What will happen if…? These questions
usually yield hypotheses testing or experimental study designs. The researcher manipulates the
variables to see what will happen.
Examples:
a. What are the effects of computer-learning assisted teaching methods on the sophomores'
interest level in their history subjects?
b. How significantly different is the performance of the call center agents who are well-rested than
those who are not?
4. Situation-producing questions – these ask the question, “How can I make it happen?” These questions
establish explicit goals for actions, develop plans or prescriptions to achieve goals, and specify the
conditions under which these goals will be accomplished.
Examples:
a. Based on the findings, what human relation intervention program can be adopted to enhance
or improve the effectiveness of the existing teaching method?
b. What faculty development activities can be sponsored by the PTCA to improve graduating
students' performance in the UP College Admission Test (UPCAT)?
Learning Competencies with Codes:

- indicates scope and delimitation of research (CS_RS11-IIIce-5)

- cites benefits and beneficiaries of research (CS_RS11-IIIce-6)
- presents a written statement of the problem (CS_RS11-IIIce-7)

Exercises:

Activity 1: Write True if the statement is correct and False if it is incorrect. Write your answer on a separate
sheet of paper.

1. Attributes are not important elements of a variable.

2. Research problems may be derived in almost any kind of setting such as hospitals or clinics, schools, offices,
homes, or any part of the community.
3. Mutually exclusive means that a participant or respondent cannot possess two attributes of a variable
4. Delimitation of the study describes the various limitations that arose during the design and conduct of the
study.
5. Dependent variables are those that change because of changes to the independent variable.

Activity 2: Identify the following. Write your answers on a separate sheet of paper.

1. It is any characteristics that can have different values or traits

2. The value assigned to a specific variable.
3. Variables shoe characteristics are changed, manipulated, or selected.
4. These are the variables that are affected by the changes implemented by the researcher on the
variables in the study.
5. These are variables that have an infinite number or great variation in values
6. These variables have specific limits to their value
7. These are variables whose values are expressed in descriptive terms
8. This part of the research defines the variables and their respective attributes
9. This part of the research describes the constraints to the research
10. This part of the research explains the benefits that can be gained from the study

Activity 3: Evaluate the following Research Questions. Write RQ if it is correct Research Questions and NRQ if it
is not a correct Research Question. This is two (2) points each. Write your answer on a separate sheet of paper.

1. How would you cope with the challenges of being an SHS student?
2. What is the degree of satisfaction of the parents in SHS?
3. What common difficulties have you encountered in dealing with classmates?
4. Why did you enroll in Bonifacio V. Romero High School?
5. At what time do you come to school?

Activity 4: Read the following and answer briefly. Write your answer on a separate sheet of paper.

1. What is the purpose of dividing the problem statement into a central question and a sub-question?
2. What is the importance of Significance of the Study in a Research?

Prepared by:

Michael H. Salinas

SST – III
Answer Key:

Activity 1

1. False
2. True
3. True
4. True
5. True

References for learners

Arriola, Phoebe. "Guidelines in Writing Chapter 1 - Genyo." Scribd. Accessed October 28, 2020.
https://www.scribd.com/document/427222248/Guidelines-in-Writing-Chapter-1-Genyo, 2017

Cristobal, Amadeo Pangilinan, and Maura Consolacion Dela Cruz Cristobal. 2017. Practical Research I (for
Senior High School). Quezon City: C&E Publishing.

Cristobal, A. P. 2003. "The Intrapersonal and Interpersonal Competencies of School Managers: Basis for the
Formulation of the Human Relation Intervention." PhD diss., Philippine Normal University.

Christressant. "Research Titles, Sources, Considerations." Quizlet. Accessed October 28, 2020.
https://quizlet.com/352718183/research-titles-sources-considerations-flash-cards/.

Creswell, J. W., and V. L. Clark. 2014. Principles of Qualitative Research: Designing a Qualitative Study. Lincoln,
Nebraska: University of Nebraska.

Cuenca, E. G. 2008. "The Effects of Computer-assisted Instruction in the Performance of Students in Asian
History and Civilization." Master's thesis, Araullo University.

Estrella, D. R. 2009. "Predictors of Students' Performance in Chemistry Laboratory of Selected Private Schools."
Master's thesis, Bataan Peninsula State University.

"Chapter 5 - Writing Chapter I." Scribd. Accessed October 28, 2020.

https://www.scribd.com/document/366099965/chapter-5-writing-chapter-i.

Peñamante, Yiel Ruidera. "PR1 Lesson 5 Identifying the Inquiry and Stating the Problem.pdf." Scribd. Accessed
October 28, 2020. https://www.scribd.com/document/396701180/PR1-Lesson-5-Identifying-the-Inquiry-
and-Stating-the-Problem-pdf.

Reyes, R. G. 2007. "Staff Nurses' Roles on the Accuracy of Specimen Collection in Selected Government and
Private Hospitals in Bulacan: Relations to Their Work Performance." Master's thesis, Dr. Gloria Lacson
Foundation Colleges, Inc.

Sagrado, Rebnyl. "IIIc-Identifying-the-Inquiry-and-Stating-the-Problem-1.pptx." Scribd. Accessed October 28,

2020. https://www.scribd.com/presentation/441719373/IIIc-Identifying-the-Inquiry-and-Stating-the-
Problem-1-pptx.

Wilson, H. S. 1989. Research in Nursing. California: Addison-Wesley Publishing Company.

 PRACTICAL RESEARCH 1
Q3 - WEEK 5 - REVIEW OF RELATED LITERATURE

Name: ___________________________________ Grade Level: _________________________

Section: __________________________________ Teacher: ____________________________

Background Information

After writing your research title, scope and delimitation, the significance of the study, and the definition of
terms, you can now proceed to the next step in writing your qualitative research – the review of related literature.

The main objective of the literature review is to establish the state of “current knowledge” about your research topic. It
makes a thorough examination of available literature to see if any gaps can be addressed by new research. This is
done by identifying, evaluating, and synthesizing the latest, most relevant, and authoritative text related to the research
being undertaken.

In this lesson, you will learn how to write a review of related literature by selecting, citing, and synthesizing
information. Just follow the step by step procedure and study the given examples that will serve as your guide.

Writing your literature review takes time and effort. You need to find enough material, evaluate each one to
see if it is relevant to your research and then synthesize the information you gathered. This activity requires many skills
such as reading, compiling, evaluating, critical thinking, paraphrasing, summarizing, and correct citation. What’s good
about this endeavor is that it develops your skills and instills in you the virtues of patience and perseverance to come
up with credible research.

Important Points in Writing the Literature Review

1. Problem formulation – Before processing to conduct the literature review, the researcher must determine
the research problem to fully understand the variables considered in the study.

2. Literature search – the related material must include a discussion and explanation of at least one of the
variables.

3. Data evaluation – The indicators synthesized from different sources must strengthen the research question
as the research variables are made clear.

Format of a Literature Review

A well-written review of related literature helps a lot make the reader see a clear picture of the entire research.
Hence, the researcher must see to it that the literature review is organized by following this format:

1. Introduction – The general problem and variables must be clearly defined. All critical data should be
highlighted to effectively discuss the problem.
 2. Body – In this section, the authors’ credentials, objectives, conclusion, and the like are mentioned. The data
included is objective, credible, and contributes to making the variables clear.

3. Conclusion – This part contains the summary of the significant contributions of the resource materials. It
ends by relating the gathered data to the central theme or research problem.

Selecting Relevant Literature

The following steps provide a systematic way for you to select material for your literature review.
1. Finding relevant materials – To fully comprehend your research variables, you must read enough reference
materials to give you essential data about your research. Your references can be books, journals, theses
abstracts, dissertations, and online articles.

2. Actual reading – The next step is to evaluate all the materials that you have gathered. To help you decide
which ones are useful for your research, ask yourself this question –
“How can the information provided in this material be of use to my research?”.

3. Note-taking – To save time and effort, the researcher must note all pertinent data from all possible
references using an index card. This is particularly useful when you are compiling and synthesizing ideas
from different references.

Technique for Note Taking

Since you need to make a lot of note-taking in this stage of your research, you must have an efficient way of
gathering all the information you need.

The illustration below shows how your notes (index cards) should look like.

Category/Classification/Heading/Sub-Headings
Source Information
(Bibliographic reference) and location
Notes
(Your own thoughts and comments)

Aside from note-taking, having a technique in reading can also be helpful. When you read an article, skim
through the material and conclusion quickly to grasp the material.

What are the Sources for your Literature Review?

The resource materials that you can use for your research can be printed materials or electronic. They are
classified into the following categories:

Primary Sources – Examples of primary sources are letters, correspondences, diaries, autobiographies, official or
research topics, patents and designs, and empirical research articles.
Secondary Sources – Examples of academic sources are academic journal articles, conference proceedings, books,
and documentaries.

Tertiary Sources – Examples of tertiary sources are encyclopedias, dictionaries, atlases, and handbooks.

You can easily distinguish the three. Just remember that primary sources are first-hand evidence gathered by
the authors. Secondary sources are information obtained from other sources (usually primary sources). Tertiary
sources are generally a summary or compilation of secondary sources.

Citing Related Literature: Why do we Need to Cite our Sources?

Having a literature citation allows your reader to locate a scholarly publication, which proves your resources'
veracity and therefore gives authority to your research. Another important reason why your research paper should have
a literature citation is to avoid plagiarism. As a researcher, you have to follow a code of conduct or ethical standards to
credit others' work. This means you have to provide the necessary references to show that the information or ideas
you are quoting or paraphrasing come from another’s work. All the sources you have used are listed in the Reference
section of your research using a specific format.

When referencing for your in-text citation, you may need to summarize or paraphrase your sources. Summarizing is
putting together the main point(s) of material using your own words. On the other hand, paraphrasing expresses a
material in your own words while retaining the original meaning.

When doing research, you must be familiar with the different research writing style guides. The three most common
style guides are the American Psychological Association (APA) Style, the Modern Language Association (MLA) Style,
and the Chicago Style.

The table below illustrates the differences between the APA and MLA style formats:

In-text APA Style MLA Style

Citations
Summary/ Include the author’s last name and year of Include the author’s name and page number.
Paraphrase publication. Example:
Example: Oregon salmon populations have dramatically
APA style is a difficult citation format for first- declined in the past decade (Lenz 27).
time learners (Jones, 1998)
Direct Quote Introduce the quotation with a signal phrase Include the author’s last name, date of
that includes the author’s last name and date publication and page number if available.
of publication. Example:
Example: “The red vole is a crucial part of the spotted
“Students often have difficulty using the APA owl’s diet” (Moone 15)
style,” (Jones, 1998)
Long Quote If your direct quote is longer than 40 words, For direct quotes that are longer than 4 lines,
you should: Start the quote on a new line; use the block quote and indent the entire
Indent the entire quote by 5 spaces (this is quote 1 inch or 12-16 spaces on the left
equivalent to ½ inch in Microsoft Word margin.
 In-text APA Style MLA Style
Citations
document; omit quotation marks; and double
space the quote.
Use brackets containing ellipses to represent
omitted text.
Multiple Authors Example: 1 or 2 Authors Example: 1-2 Authors
Research by Wegener and Patty (1994) Studies have shown that more teachers are
supports… changing careers. (Posamentier and Jaye 55)

Example: 3 or More Authors

Example: 3 or More Authors Stutts et al. argue for the impact of language
Harris et al. (2001) argued… development in the brain (339).

APA Style Format for the Reference Section

Web Sites Example Citation

Web site with author Kraizer, S. (2005). Safe Child. Retrieved February 28, 2018, from
http://www.safechild.org
Web site with corporate author Substance Abuse and Mental Health Administration (SAMSHA).
(2008, February 15) Stop underage drinking. Retrieved February
29, 2008, from http://stopalcoholabuse.org
Web site with unknown author Pen State Myths. (2006). Retrieved December 6, 2011 from
http://psoedu.ur/about/myths
Page within a web site (unknown author) Global Warming Solutions. (2007, May 21). In union of concerned
scientists. Retrieved February 29, 2008. From
http://ucsusa.org/global warming /solutions

Books Example Citation

Books by a single author Rollin, B.E. (2006). Science and ethics. New York, NY: Cambridge
University Press
Book by two authors Sherman, C. & Price, G. (2011). The invisible web: Uncovering
information sources search engines can’t see. Medford, NJ: Cyber Age
Books
Book by three or more authors Goodpaster, K.E., Nash, L.L., & Betignies, H. (2006) Business Ethics:
Politics and Person (3rd Ed.)
Book by a corporate author American Medical Association. (2004). American Medical Association
family family medical guide. (4th educ
Article or chapter within an edited book Winnie, P.H. (2001). Self-regulated learning viewed from models of
information processing. In B.J. Zimmerman & D.H. Schuk(Eds), self-
regulated learning and academic achievement (2nd ed., p. 160-192).
Mahwah, N.J.: Lawrence and Erlbaum Associates.
Articles From Print Periodicals Example Citation
Article in monthly magazine (include Swedin, E.G. (2006, May/June). Designing babies: a eugenics race with
volume number if given) China? The Futurist.
Article in a weekly magazine (volume Will, G.G. (2004, July 5). Waging war on Wal-Mart. Newsweek
number if given)
 Books Example Citation
Article in a daily newspaper Dougherty, R. (2006, January 11). Jury convicts man in drunk driving
death. Centre Daily Times, p1A.
Article in a scholarly journal Stock, C.D. & Fisher, P.A. (2006). Language delays among foster
children: implications from policy and practice. Cild Welfare, 85(3).
Article in a scholarly journal with DOI* Morey, C. C., Cong, Y., Zheng, Y., Price, M., & Morey, R. D. (2015).
The color-sharing bonus: Roles of perceptual organization and attentive
processes in visual working memory. Archives of Scientific Psychology,
3, 18–29. https://doi.org/10.1037/arc0000014.
Book Review Rif Kind, D (2005, April 10). Breaking their vows. Review.
Electronic Book McKernan, B. (2001). Digital cinema: the revolution in cinematography,
postproduction distribution. New York, NY: McGraw Hill. Retrieved from
www.netlibrary.com

*DOI stands for Digital Object Identifier. It is a combination of numbers, characters and letters used to permanently
identify an article or document and link to it on the web.

The format for citing a journal article with a DOI is:

Author, A. A., & Author, B. B. (Date of publication). Title of article. Title of Journal, volume number, page range.
https://doi.org/10.0000/0000

Citing an Entry in an Online Example Citation

Reference Work
Entry from Gale Virtual Reference Rey, G. (2006) Behaviorism. In D.M. Borchert (Ed.) Encyclopedia of a
Library Philosophy (2nd ed.)). Retrieved from http://gogalegroup.com

Synthesizing Information from Relevant Literature

Synthesis is the putting together of materials from different sources to come up with an integrated whole.
After gathering all the data you need, the next step is to write a synthesis of your literature review.

Types of Synthesis
1. Explanatory – This type of synthesis helps readers understand a topic by objectively presenting facts.
2. Argument – This type of synthesis seeks to present your own perspective with the support of facts drawn
from the sources you have gathered.

Steps in Writing a Synthesis

1. Consider your purpose in writing.
2. Select and read your sources carefully according to your purpose.
3. Formulate a thesis – the main ideas that you want to present in your thesis.
4. Decide how you will use your source material and take down notes.
5. Develop an organizational plan according to your thesis.
6. Write the first draft of your synthesis.
7. Revise your synthesis.
Techniques for Writing a Synthesis

The challenging part of your literature review is how you will organize your data to write a coherent thought.
There are several techniques that you can use to achieve coherence and unity in your organizational plan.

1. Summary – Considered as the simplest way to organize your synthesis. In this way, you present the
relevant information from the sources you have gathered.
2. Example or Illustration – In this technique, you reference an illuminating example or illustration that you
have included in your review.
3. Two (or more) Reasons – This method involves stating a thesis and then explaining why it is true based on
the evidence you have gathered.
4. Comparison and Contrast – This technique compares the similarities and differences between two ideas
or data.

Preparing a Synthesis Matrix

Evaluating and sorting all of your sources so you can start writing your literature review can be quite
daunting. Fortunately, there is a tool called synthesis matrix. It is a chart that allows you to sort and categorize the
different opinions and arguments given on the issue with your study. The synthesis matric format is illustrated below.

Main idea A Source #1 Source #2 Source #3

Main idea B

Along the side of the chart are the main points of the topic being undertaken while the sources are recorded
along the rows.

Example of a Synthesis Matrix

The following chart shows part of the synthesis matrix for a literature review on women in World
War II. You will observe that a pattern will emerge from all the information you have gathered as you complete the
chart. You can easily see at what point your sources agree or disagree. Not all of your sources may cover all the
main ideas, so there may be a gap in the chart. This gap could be a clue to gaps in the current state of knowledge on
your topic. On the other hand, the patterns that you see in the chart can serve as your guide on creating your thesis
statement as you begin writing your draft.

Cornelsen Stewart Bruley Scott

Alteration of - Women - WAAC (Women’s -Women given equal - Women born in
women’s roles accredited the Army Auxiliary opportunities (p. 223) - the 1920’s found
because of world WASP program for Corp) was Women joined new doors open to
war II opening new doors, 1stchance for workforce as a break them where they
challenging women to serve in from the ordinary to once would have
stereotypes, and army, given full help the war (p. 220) encountered brick
proving that women army status in 1943 - Unconscious decision walls (p. 526)
as WAC (p. 28) to cross into male-
 were as capable as - Needs of the war dominated roles (p. -Even women not
men (p. 113) were so great that 221) - Seized these directly involved in
- Women could women’s traditional new opportunities to the war were
compete with men social roles were bring about change (p. changing mentally
as equals in the sky ignored (p. 30) 230) by being
because of their - Military women challenged to
exemplary paid well for the expand their
performance (p. time period and horizons because
116) given benefits if of the changing
- WASP created they became world around them
opportunities for pregnant (p. 32) - (p. 562)
women that had The 1940’s brought - War also brought
never previously more opportunities intellectual
existed (p. 112) - to women than ever expansion to many
Women’s success before (p. 26) people (p. 557)
at flying aircrafts
“marked a pivotal
step towards
breaking the
existing gender
barrier” (p.112)
Hardships and “From the outset - Women in the - Women given
oppositions women male pilots military given unskilled labor positions
faced resented women’s extensive physical by government
presence in a and mental tests, because only seen as
traditionally male but still temporary workers,
military setting” (p. discriminated therefore no reason to
1113-4) against, ridiculed, train them (p. 221-2)
- “The WASP were and considered - Women given less
routinely assigned inferior to men (p. significant work and
inferior planes that 29) viewed as less
were later found to intelligent and
have been physically able (p. 224)
improperly -“The Church-Bliss
maintained” (p. diary reveals how
114) dilution
- discrimination arrangements...ensured
against WASP at that women working in
every level of male preserves were
military service, prevented from
women were only achieving any sort of
paid 2/3 of what equality” (p. 230)
men were for doing
identical tasks
(p.114)
Example of a Literature Review

Example 1: Comparison and Contrast

Student A
• Smith (2000) concludes that personal privacy in their living quarters is the most important factor in nursing
home residents’ perception of their autonomy. He suggests that the physical environment in the more public
space in the building did not impact their perceptions. Neither the layout of the building nor the activities
available seem to make much difference. Jones and Johnstone claim that the need to control one’s
environment is a fundamental need of life (2001) and suggests that most institutions' approach, which is to
provide total care, may be as bad as no care at all. If people have no choices or think that they have none,
they become depressed.

Student B
• After studying residents and staff from two intermediate care facilities in Calgary, Alberta, Smith (2000)
concluded that except for the amount of personal privacy available to the residents, these institutions' physical
environment has minimal, if any, the effect on their perceptions of control. However, French (1998) and
Haroon (2000) found that private areas' availability is not the only aspect of the physical environment that
determines residents’ autonomy. Haroon interviewed 115 residents from 32 different nursing homes known
to have different autonomy levels (2000). The study revealed that physical structures such as standardized
furniture, heating that could not be individually regulated, and no possession of a house key for residents
limited their feelings of independence. Moreover, Hope (2000), who interviewed 225 residents from various
nursing homes, substantiates the claim that characteristics of the institutional environment such as the extent
of resources in the facility and its location are features that residents have indicated as being of great
importance to their independence.

Example 2:

While the articles used in this research agree that women made many advances during the Word War II
period, it is crucial to realize that not all these changes were welcomed. In most cases, women faced
discrimination from just about everyone around them. Women in the workplace were often placed in positions
of inferiority or treated as less physically able to do the same work. Many women were often not trained
because they were viewed as temporary employees who were only there for the duration of the war (Bruley,
2003, pp.221-222). Women were very rarely given equal pay as men, even though some did the same work.
Women in the military faced not only mental abuse but also physical harm from their male counterparts.
Cornelsen (2005) claimed that there were many instances where female aviators were injured or killed. This
due to being made to fly ill-maintained aircraft or aircraft that had been sabotaged. (p.114)

The second example is an excerpt from the literature review “World War Two and its Effect on Women.”
Instead of summarizing, the author draws comparisons between two articles, thereby giving relevant information while
synthesizing the two works.

Learning Competency with Code

Selects relevant literature. CS_RS11-IIIf-j-1
 Cites related literature using standard style. CS_RS11-IIIf-j-2
Synthesizes information from relevant literature. CS_RS11-IIIf-j-3

Exercises:

Activity 1

Look for resources and list down the titles of ten possible resources you can use for your study (choose recent
articles published within the last 5 years). You can use online tools such as Google Scholar and Enago Open Access
Journal Finder. Write your answer on a separate sheet of paper.

Rubric for Activity 1

Criteria 4 3 2 1 Score
The list provided Provided Provided just a
Completeness Provided no data
was complete several titles few titles
All titles
Most of the titles Only a few titles None of the titles
provided are
Relevance are relevant to are relevant to the are relevant to the
relevant to the
the topic topic topic
topic
All the titles Several titles Only a few of the
provided are are within 5 titles are within 5 All of the titles are
Recency within 5 years years from date years from date of beyond the 5
from date of of publication publication years recency
publication
Total

Activity 2

Directions: Place a P on the line if the given is a Primary Source. Place an S on the line if the given is a Secondary
Source. Write your answer on a separate sheet of paper.

Activity 3:

1. Identify the error in the following sample reference for a journal article with a DOI. Encircle the part that you think is
not right in the APA format.

Smith, H., & Johnson, K. (2010). APA format can be fun. Journal of Educational Idealism, 24, 127–135.
https://doi.org/10.1237/0268-6155.24.3.221

2. Correct the APA formatting error in the given citation by choosing the correct option below.
 According to Jones, "the APA Manual changes every few years, so it is important to stay on top of changes
in the current edition" (p. 87).

A. According to Jones, "the APA Manual changes every few years, so it is important to stay on top of changes
in the current edition." (p. 87)
B. According to Jones, "the APA Manual changes every few years, so it is important to stay on top of changes
in the current edition" (2011 p. 87).
C. According to Jones (2011), "the APA Manual changes every few years, so it is important to stay on top of
changes in the current edition" (p. 87).

3. Correct the APA formatting error by choosing the correct option below.

The study found that students struggle most with the finer details of APA formatting (Reynolds).

A. The study found that students struggle most with the finer details of APA formatting.
B. The study found that students struggle most with the finer details of APA formatting (Reynolds, 2011).
C. The study found that students struggle most with the finer details of APA formatting. (Reynolds)

4. Encircle the error in the follow sample reference entry for a book using the APA style.

Banks, E. (June 2009). Making your way with APA. Eastern Publishers.

5. Correct the APA formatting error by choosing the correct option below.

Wiliams, J. (2010). "Locating quality sources online." Journal of Learning, 4(3), 35-40.
https://www.journaloflearning.edu/locating-quality-source/volume-4
A. Wiliams, J. (2010). Locating quality sources online. Journal of Learning, 4(3), 35-40.
https://www.journaloflearning.edu/locating-quality-source/volume-4
B. Wiliams, J. "Locating Quality Sources Online." Journal of Learning, 4(3), 35-40.
https://www.journaloflearning.edu/locating-quality-source/volume-4
C. Wiliams, J. "Locating quality sources online." Journal of Learning, 4(3), 35-40.
https://www.journaloflearning.edu/locating-quality-source/volume-4

Activity 4

Directions: Write a synthesis matrix for your chosen topic. Label the sides of the chart with the main ideas that
your sources discuss about your topic. Then label the columns across the top of your chart with the author’s
last name. The number of rows and columns will depend on the amount of information that you have gathered.
Copy the Table in a
separate sheet of paper

Main idea A Source #1 Source #2 Source #3

Main idea B
Rubric for Activity 4:

Exemplary (4 pts) Effective (2 pts) Minimal (0.5 pts)

The goal(s) of the study are Some details about the The goal(s) have not been
Goals of the clearly explained and include goal(s) of the study are described at all, with
study all the relevant information, missing. The goal(s) are sufficient clarity or they are
including primary and sometimes expressed with offered in the words that are
secondary goals. sufficient clarity, and too close to the original
sometimes not so clearly. source indicating little
paraphrasing.
The main ideas derived from The main ideas derived from Main ideas are not been
the paper are clearly stated the paper are not always described at all, with
and effectively linked to the clearly stated. Student sufficient clarity or they are
Main Ideas general topic of the demonstrates some working offered in the words that are
research. Student clearly knowledge of class material too close to the original
demonstrates a strong relative to the article. source indicating little
working knowledge of class paraphrasing. There is no
material relative to the evidence of understanding or
article. elaboration of knowledge
from the part of the student.
Sentences are well Sentences are not well Sentences are poorly
organized and easy to organized OR there are organized and there are
Grammar and
follow. There are no spelling, some grammatical errors. several grammatical errors.
Organization
grammar, or punctuation
errors.
Full citation is provided in Citation is provided in part in Citation is not provided
Citation
APA style APA style

Prepared by:
Roxan O. Condes
SHS TII
Amsic Integrated School

Answer Keys

Activity 1: Answers may vary.

Activity 2
1. P 2. S 3. S 4. P 5. S 6. S 7. S 8. S 9. S 10. P

Activity 3
1. 24
2. C (This passage was missing the date citation after the author's last name.)
3. B (In-text citations in APA format require a year after the author's last name.)
4. June
5. A (APA doesn't require quotation marks around article titles in a reference.)

Activity 4: Answers may vary.

References

Cristobal, A. Practical Research for Senior High School, C&E Publishing Inc., Quezon City,

LCC Library, “Citation Guide (MLA and APA)”. Accessed October 22, 2020.
https://libraryguides.lanecc.edu/c.php?g=391383&p=2658142

Slideshare. “Lesson 11 – Selecting Relevant Literature”. Accessed November 2, 2020

https://www.slideshare.net/mjlobetos/lesson-11-selecting-relevant-literature

Slideshare. “Lesson 12 – Citing Related Literature Using Standard Styles”. Accessed November 2, 2020.
https://www.slideshare.net/mjlobetos/lesson-12-citing-related-literature-using-standard-styles

Slideshare. “Lesson 13 – Synthesizing Information from Relevant Literature”. Accessed November 2, 2020.
https://www.slideshare.net/mjlobetos/lesson-13-synthesizing-information-from-relevant-literature

“Writing a Literature Review and Using a Synthesis Matrix”. Accessed November 10, 2020.
https://case.fiu.edu/writingcenter/online-resources/_assets/synthesis-matrix-2.pdf

Quizizz, “Primary and Secondary Sources”. Accessed November 14, 2020.

https://quizizz.com/admin/quiz/5c670def1cf27b001ab0ec3f/primary-and-secondary-sources

“Grading Rubric for Synthesis Matrix.” Accessed November 14, 2020.

https://www.rcampus.com/rubricshowc.cfm?code=G2W58CA&sp=yes&

UIC, “What is a DOI and How do I use them in citations?” Accessed November 14, 2020.
https://library.uic.edu/help/article/1966/what-is-a-doi-and-how-do-i-use-them-in-citations
 PRACTICAL RESEARCH 1
Q3 - WEEK 6 - ETHICAL STANDARDS IN WRITING LITERATURE REVIEW

Name: ___________________________________ Grade Level: ________________

Section: __________________________________ Teacher: ____________________

Background Information:

REVIEW OF RELATED LITERATURE (RRL)

Literature is an oral or written record of man’s significant experiences that are artistically conveyed in a
prosaic (having the style or diction of prose) manner. Embodied in any literary work like an essay, novel, journal,
story, biography, etc., are man’s best thoughts and feelings about the world. These recorded or preserved world
perceptions of man are expressed either directly or indirectly. Direct expressions of man’s knowledge of the
world are in books, periodicals, and online reading materials. In contrast, indirect expressions are his inferences
or reflections of his surroundings that are not written or spoken. (Ridley 2012)

A Review of Related Literature is an analysis of man’s written or spoken knowledge of the world. You
examine representations of man’s thinking about the world to determine your research connection with what
people already know about it (Wallman 2014). Literature Review is also the process of studying what has already
been written on a particular topic. The process involves identifying, locating, and analyzing documents that
contain information related to a researcher’s research topic (Avila 2016)

The related literature examines facts and principles from other resources that are related to the present
study. A research study on the learning curves of high school students would utilize literature that deals with the
same subject. These resource materials include books, encyclopedias, published journals, newspapers, and
magazines.

The related literature, which is also called conceptual literature, clarifies the different variables being
studied. It removes any vagueness surrounding the central concepts of research. As the literature is gathered,
the various significant variables and the sub-variables are clarified. The delimitation of the study is established.
The indicators for each variable are Identified and objectively established.

The major variable is the central idea of the entire literature. Its sub-variables help specify which
particular aspect of the major variable is being referred to. The Indicators, on the other hand, are specific
information that describes the sub-variables.

Examples:
a. Major variable: Study habits
b. Sub-variable: Time required for studying, methods of studying, and place for studying
c. Indicators: Employing patterned time intervals for effective studying; using mnemonics in
memorizing the terms, and studying in one's ideal environment

The American Psychological Association (2001) states that review articles (called the literature review
for research papers) are crucial in the review process. A review article summarizes all the related literature and
their relation to the study. Readers who are not knowledgeable on the topic are provided with a basic
understanding of the research before the new findings are presented.

APA provides the following definition for a review article:

Review articles, including meta-analyses, are critical evaluations of materials previously

published. By organizing, integrating, and evaluating such materials, the author of a review article
 considers current research progress towards clarifying a problem. In a sense, a review article is a
"tutorial" in which the author defines and clarifies the problem. It summarizes previous investigations to
inform the reader of the state of current research. It also identifies relations, contradictions, gaps, and
inconsistencies in the literature; and suggests the next step in solving the problem. (p. 7)

The different variables used in the study are the focus of the review of the literature. The title statement
of the problem, scope and delimitation, and the framework of the study are the elements that give the researcher
an idea of its relevance to his or her own research.

The number of resource materials to be gathered for the literature review depends upon the
researcher's judgment. It depends on whether the critical concepts and variables have been adequately
explained and that enough indicators have been established. The review of related literature is considered
sufficient.

It is a traditional practice that the review of related literature is divided into foreign and local literature.
The researcher highly recommended using the different variables and sub-variables being studied as subtitles in
the review. This is very beneficial to the researcher and to future investigators probing similar problems. There is
a clear and logical organization of the variables under investigation. With this system, the researcher can
systematically define the important concepts and variables and the discussions and descriptions. Other
information gathered from the different sources when the related literature is arranged systematically, the
construction of the research instrument (e.g., questionnaire) will be easier since the indicators are presented
logically and sequentially.

Related literature also includes works of experts in refereed or peer-reviewed journals. Expert readers
or peers who are recognized authorities on the topic are consulted to review the researchers' written works. This
is to determine if they meet good reference material standards, i.e., reliability and timelines, and refereed journals
are published nationally and internationally.

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 your work's significance with the kind of evidence it gathered to support the conclusion of
your research.
8. To avoid repeating previous studies
9. To recommend the necessity of further research on a specific topic.

STYLES OR APPROACHES OF REVIEW OF RELATED LITERATURE (RRL)

1. Traditional or Narrative Review of Literature

To do a literature review traditionally is to summarize present forms of knowledge on a specific subject.

Your aim here is to give an expanded or new understanding of existing work. This kind of review does not
require you to describe your method of reviewing the literature. Still, it expects you to state your intentions in
conducting the review and naming the information sources. This literature review usually takes place for
undergraduate study (BA, BSE, BSEED, AB, etc.) Mastery of this literature review will be excellent preparation
for the more demanding second style of RRL called Systematic Review of Literature. (Jesson, 2011)
Types of Traditional Review

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

2. Systematic Review of Literature

As indicated by its name, systematic means methodical. This style of RRL involves sequential acts of a
review of related literature. Unlike the Traditional Review with no particular method, the systematic review
requires you to follow RRL steps (Ridley 2012). This type of study is a rigorous way of obtaining data from
written works. This style of literature review ensures objectivity in every stage of the research

a. Have a clear understanding of the research questions. Research questions tell you what to collect and
where to obtain those data.
b. Plan your manner of obtaining the data. Imagining how you will get to where the data are also, how to
accord courtesy and respect to people or institutions from the data will come.
c. Do the literature search. Using keywords, you look for the needed information from all sources
(internet, books, journals, periodicals, government publications, general references, and the like)
d. Using specific standards, 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.
e. Determine the methodological soundness of the research studies. (Other Researchers)
f. Summarize what you have gathered from various sources of data.

WRITING THE LITERATURE REVIEW

In her book, Conducting Research Literature Review: From the Internet to Paper, Fink (2009) defines a
literature review or review of literature as a presentation of the analysis, patterns, and critiques of individual
sources or the body of literature a whole. Its purpose is to offers a comprehensive review of refereed scholarly
articles and other sources like journals, theses, and dissertations.

It is essential to know that in reviewing literature, understanding, and comprehension both matter. Thus,
the write-up expressed in one’s own words is the measure of the researchers' synthesis of the reviewed
materials.

ESSENTIAL ELEMENTS OF A LITERATURE REVIEW

The literature review serves as an in-depth summary of the related literature to the study. It does not
only restate facts but rather critiques and highlight their relevance to the research. In doing so, several elements
should be observed in writing this section:

1. Overview of the subject or topic, issues, or theories to be considered

2. Division of works such as those that support a particular position, those against, and those that offer
other ideas
3. Explanation of the comparison of the gathered literature
4. Conclusion and the best arguments

STAGES OBSERVED IN WRITING THE LITERATURE REVIEW

 Since a literature review serves to preface the purpose of the study, the related literature cannot be
evaluated without setting the foundation for the review. A literature review, therefore, follows a systematic
approach in writing its content. The review's premise should be clarified, and the relation of the cited resource
materials to the study should be established. Thus, different stages are observed when writing the literature
review:

1. Problem formulation. The researcher must determine the research problem before the literature
review is conducted to fully understand the variables considered in the study.
2. Literature search. Any reading material related to the study must include discussion and explanation of
at least one of the variables.
3. Data evaluation. The synthesized indicators from various relevant sources must further build the
researcher's confidence as the variables of his or her study are made clear.
4. Analysis and interpretation. Breaking the entire reading article into smaller parts helps the researcher
correctly interpret the reviewed materials' information.

FORMAT OF A LITERATURE REVIEW

In writing the literature review, the researcher can be flexible in utilizing other related literature.
However, as stated earlier, the literature review is not merely a restatement of facts. Thus, the organization of
thought should be duly considered when writing the review.

The general format of a literature review is as follows:

1. The Introduction
a. The general problem and the variables should be defined.
b. All critical data should be highlighted to effectively discuss the problem or the variables such as
the theory, methodology, evidence, conclusions, or gaps.
c. The criteria for selecting the literature should be considered to assess which resources are
pertinent and should be included, which are irrelevant and should be removed.

2. The Body
a. Chosen approaches, the conclusion of authors, specific objectives, and the like should be
included.
b. Studies and literature should be summarized. For the studies, primary consideration must be
given to the studies that include the variables.
In choosing the literature, the following should be considered:

i. Provenance. This refers to the author's credentials and the empirical basis of the
article or literature.
ii. Objectivity. This refers to the rationality of every data or facts cited.
iii. Persuasiveness. This refers to the degree of credibility of the data.
iv. Value. This refers to the degree of the contributions of the literature to clarify
variables.

3. The Conclusion
a. Major contributions of the studies or articles should be summarized.
b. Current developments and new information should be evaluated.
c. The review should be concluded by relating the gathered data to the central theme or problem.

PRACTICAL TIPS IN WRITING THE LITERATURE REVIEW

 Now that the technical aspects are laid out, one should have a better understanding of the literature
review's purpose in a research paper. Since it prefaces the entire research study, the researcher should observe
meticulous writing of each section of the paper. After all, a well-written literature review can help readers quickly
grasp the actual content.

The following are helpful tips in writing the review:

1. Sources, scholarly works, references, and other materials that are refereed and indexed
should be used. Electronic sources should be adequately scrutinized since the contained
information is sometimes inaccurate or erroneous.
2. Each source should be selected based on its contribution to the topic under review.
3. The relationship of one source to another should be described.
4. Interpretation should be made appropriately by looking into gaps in previous research.
5. Conflicts of contradictions should be resolved.
6. Areas of prior scholarship should be identified.
7. One's original work should be placed in the context of existing literature.

Review of Related Literature Example 1:

Skipping Breakfast of High School Students (Bacsal et al., 2015)

On Eating Breakfast. Breakfast is often called the most important meal of the day (Henager, 2010).
Eating breakfast allows one's body to start the day off right. With the right nutrients, your breakfast can be a great
way to function properly. It is true that many students are coming to schools without eating breakfast for various
reasons or students are making poor nutritional choices at breakfast times for many reasons including not
enough time in the morning, eating habits, and food preferences. According to Baley (2003), any of these can
lead to a lack of concentration at school or throughout the clay or even weight issues in the future. Poor breakfast
choices can be blamed on education, historical developments, and income and social determinants. In addition,
children who skip meals barely meet the required dietary intake. This results to lethargy and difficulty in doing
mental tasks (Bailey and Earl, 1993).

On the Types of Breakfast Prepared. Choosing the right breakfast foods is very important to make
sure you get 1/3 of your daily nutrient requirements. That is why you must realize that skipping meals is not a
quick way to lose weight (Bailey, 1993). Creveling (2014) noted that a morning meal will help you power through
a workout, as compared to those who fasted until noon. Control of food choice like starchy carbohydrate intake
must be considered to avoid fat gains (Mehdi, 2009). Thus, one should adopt healthy habits such as regularly
exercising, eating healthy foods such as fruits, vegetables, and whole grains.

STANDARD STYLES IN REVIEW OF RELATED LITERATURE CITATION OR REFERENCES

In reviewing related literature, you come to read varieties of reading materials containing knowledge
related to your research. It is a fact that these ideas, including the language structures to express ideas, belong
to other people meaning, they are not yours. One cardinal principle in research is acknowledging or recognizing
the owners of any form of knowledge you intend to include in your research paper.

The following are the three terms used to express your appreciation for or recognition of people’s
ownership of borrowed ideas (Sharp 2012)

1. Acknowledgment – the beginning portion of the work that identifies individuals who have
contributed something for the production of the paper.
2. References or Bibliography – a complete list of all reading materials, including books, journals,
periodicals, from where the borrowed ideas come from.
 3. Citation or In-text Citation – references within the main body of the text, specifically in Review of
Related Literature.

PURPOSES OF CITATION

1. To give importance and respect to other people for what they know about the field.
2. To give authority, validity and credibility to other people’s claims, conclusions and arguments.
3. To prove your broad and extensive reading of authentic and relevant materials about your topic.
4. To help readers find or contact the sources of ideas easily
5. To permit readers to check the accuracy of your work.
6. To save yourself from plagiarism.

STYLES OF CITATION

1. Integral Citation – This is one way of citing or referring to the author whose ideas appear in your work.
You do this by using ACTIVE VERBS like claim, assert, state, and prove, etc. to report the author ideas.
Mostly, Integral Citation is used is Social Sciences or any subjects belonging to the SOFT SCIENCE.

Examples:

APA One study by Manalo (2015) reveals…. MLA One study by (Manalo 70) reveals…
The latest work by (Lee, 2015) asserts…. The latest work by (Lee 123) asserts….
According to Abad et al. (2015) context is… According to (Abad et al.: 54) context…

2. Non-Integral Citation – In contrast to integral that reflects the author’s personal inclinations to a certain
extent, this second citation style downplays any strength of the writer’s personal characteristics. The
stress is given to the piece of information rather than to the owner of the ideas.

Examples:

a. The Code of Ethics for Intercultural Competence give four ways by which people from different
cultural background can harmoniously relate with one another. (Dela Cruz, 2015)

b. Knowledge is one component of not only Systematic Functional Grammar but Intercultural
competence as well. It is the driving force beyond any successful collaborative activities to
develop interpersonal relationships and communicative competence. (Smith 2015)

c. The other components of Intercultural Competence which are also present in SGR are: context
(Harold, 2015), appropriateness (Villar, Marcos, Atienza, 2016; Santos, and Daez, 2016), and
emotions (Flores, 2016)

PATTERNS OF CITATION

1. Summary – The citation in this case is a shortened version of the original text that is expressed in your
own language. Making the text short, you have to pick out only the most important ideas or aspects of
the text

2. Paraphrase – This is the antithesis of the first one because, here, instead of shortening the form of the
text, you explain what the text means to you using your own words. It is either you explanations may
decrease or exceed the number of words of the original text.

3. Short Direct Quotation – Only a part of the author’s sentence, the whole sentence or several sentences
not exceeding 40 words, is what you can quote or repeat in writing through this citation patter.
 Examples:

Context is influenced by these four factors: “language, culture, institutions and ideologies.”
(Aranda, 2015, p.8)

4. Long Direct Quotation or Block Quotation, or Extract – Named in many ways, this citation pattern makes
you copy the author’s exact words numbering from 40 up to 100 words. Under APA, the limit is eight
lines. It should be placed at the center of the page with no indentation, the copied lines look like they
compose a stanza of a poem.

Example:

The latest study by (Hizon, 2015) reveals the social nature of language. Stressing this nature
of language he says:

Language features result from the way people use language to meet their social needs. In
their interactions, they use language to describe, compare, agree, explain, and disagree and
so on. Each language function requires a certain set of language features like nouns for
naming, adjectives for comparing, verbs for agreeing, and prepositions for directing and
conjunctions for connecting ideas (p. 38)

Note: You should quote judiciously because having so many quoted words or lines in your paper
signals your lack of understanding of such part of the text. Besides, frequent copying of the author’s words
indicates your lack of originality in conducting a research work. According to Ramsome (2013), these are the
following reasons to avoid negative connotations in copying or repeating other people’s words

1. The idea is quite essential

2. The idea is refutable or arguable
3. The sentence is ambiguous or has multiple meanings.
4. There’s a strong possibility that questions may be raised about the citation
5. It is an excellent idea that to make it a part of your paper will bring prestige and
credibility to your entire work.

5. Tense of Verbs for reporting – Active verbs are effective words to use in reporting author’s ideas.
Present their ideas in any these tenses, present, simple past or present perfect tense. The APA system
prefers the use of present perfect tense.

Examples:

Present Tense – Marcos explains…..

Past Tense – Marcos explained…
Present Perfect Tense – Marcos has explained…

Learning Competencies with Codes:

- writes coherent review of literature (CS_RS11-IIIf-j-4)

- follows ethical standards in writing related literature (CS_RS11-IIIf- j-5)
- presents written review of literature (CS_RS11-IIIf- j-6)

Exercises:
Activity 1: Write True if the statement is correct and write False if it is not correct. Write your answer on a
separate sheet of paper.

1. Traditional Literature 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.
2. In using Verbs in writing literature review, the APA system prefers the use of present perfect tense.
3. The major variable helps specify which particular aspect of the sub-variables is being referred to.
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 or her.
5. A Research Paper is complete even without Literature Review

Activity 2: Read and answer the following statements. Write your answer on a separate sheet of paper.

1. This makes the researcher deal with the latest research studies on the subject.
2. It states that review articles (called the literature review for research papers) are crucial in the review
process.
3. This should be placed at the center of the page with no indentation, the copied lines look like they
compose a stanza of a poem.
4. This type of review is a rigorous way of obtaining data from written works.
5. This prepares a situation for a future research work in the form of project making about community
development, government policies and health services, among others.
6. This type of citation is used is Social Sciences or any subjects belonging to the soft science.
7. This is also the process of studying what has already been written on a particular topic.
8. This stage in writing a literature review includes discussion and explanation of at least one of the
variables.
9. This refers to the author's credentials and the empirical basis of the article or literature.
10. This is a complete list of all reading materials, including books, journals, periodicals, from where the
borrowed ideas come from.

Activity 3: Recall your FAVORITE BOOK or FAVORITE FILM. Write a simple Literature Review about it. Try to
include all the elements and follow the proper format of a Literature Review. Do not forget to include the TITLE of
the BOOK or FILM in your work. Write your work on a separate sheet of paper.

Rubric for Literature Review:

Criteria 5 4 3 2
Organization Well organized with Organizational plan No clear
pattern organizational plan is inconsistent. organization.
demonstrates obvious throughout.
understanding of
the topic (historical,
general to specific,
segments of the
Evidence topic, etc.) and
organizational plan
enhances the
presentation,
promoting ease in
reading.

Writing All sources selected Apparent match Apparent match Mismatch between
 are clearly relevant between all sources between some the sources and
to the purpose. and purpose, sources and purpose.
Relevance is clearly although perhaps purpose, although
articulated. not clearly perhaps not clearly
articulated. articulated.
Summarizes and Summarizes the Summarizes the Lacks summary or
insightfully overall picture overall picture synthesis of the
synthesizes the obtained from the obtained from the information, leaving
literature literature review and literature review but each article as a
information, synthesizes the lacks synthesis. standalone piece
Synthesis including analysis of knowledge gained. and/or misinterprets
gaps in and/or the information
limitations of the and/or makes
research. statements
unsupported by the
literature.
Contains no spelling Contains few Contains noticeable Contains numerous
or grammatical spelling or but not distracting distracting spelling
errors, grammatical errors, spelling or or grammatical
demonstrates generally follows grammatical errors, errors, and/or does
creative use of style manual, uses generally follows not follow style
language, quotations and style manual, uses manual, and/or
conscientiously citations quotations and lacks or uses
Style follows style appropriately, citations quotations and/or
manual, uses transitions included. appropriately, citations
quotations and Adheres to required transitions included. ineffectively or
citations to enhance length. inappropriately,
written narrative, and/or lack of
smooth transitions. transitions.
Adheres to required
length.

Prepared by:
Michael H. Salinas
SST – III

Answer Key:

Activity 1

1. True
2. True
3. False
4. True
5. False
References
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