Practical Research 1

Quarter 1 – Module 13:

Literature Review
Practical Research 1 – Grade 11
Alternative Delivery Mode
Quarter 1 – Module 13: Literature Review
First Edition, 2020

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Practical Research 1
Quarter 1 – Module 13:
Literature Review
Introductory Message
For the facilitator:

Welcome to the Practical Research 1 – Grade 11 Alternative Delivery Mode

(ADM) Module on Literature Review!

This module was collaboratively designed, developed and reviewed by

educators both from public and private institutions to assist you, the teacher or
facilitator in helping the learners meet the standards set by the K to 12 Curriculum
while overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this also
aims to help learners acquire the needed 21st century skills while taking into
consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them
to manage their own learning. Furthermore, you are expected to encourage and
assist the learners as they do the tasks included in the module.

For the learner:

Welcome to the Practical Research 1 – Grade 11 Alternative Delivery Mode

(ADM) Module on Literature Review!

The hand is one of the most symbolized part of the human body. It is often
used to depict skill, action and purpose. Through our hands we may learn, create
and accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in
your own hands!

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 This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning resource while being an
active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

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 Answer Key This contains answers to all activities in the
module.
At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

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

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 What I Need to Know

This module is designed to allow the students be familiarized with literature

review. Likewise, it aims to upskill them by providing necessary competency in
writing literature review.

At the end of the module, it is expected that students will imbibe the following
competencies:

1. synthesize information from relevant literature (CS_RS11-IIIf- j-3); and

2. write coherent review of literature (CS_RS11-IIIf- j-4).

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 What I Know

Provide information on the following table. Use the research abstracts below
as source of information.

Title Author Year Type Publication Findings Conclusion

Gauging the ICT-based teaching readiness of pre-service teachers in the light

of 21st century education
Dexter M. Balajadia, Ph.D.
Year Published: 2015
Publisher: International Journal of Social Sciences
Abstract
This triangulation study assessed pre-service teachers of their readiness to
functionally utilize Information and Communication Technology (ICT) – based
teaching strategies and techniques as corroborated with new graduates’ related
experiences. This study ultimately revealed that the educational technology course
experiences were not responsive enough to capacitate pre-service teachers to enact
ICT-based strategies toward functional learning of their future students. They
generally believe that their knowledge, potentials, and skills were not adequate to
maximize ICT in designing and implementing curricular programs when they
become full-fledged teachers despite their positive views on the benefits of ICT in
teaching.

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 Lesson
Presenting Literature
1 Review
After knowing in-text and reference citation, you are now ready to write your
related literature. But writing literature review is not an easy task. Because on this
part of research, you are going to search for studies similar or related to your work.
It requires your time and your commitment (Bolderton, 2008). From those
literatures, you will draw connection in order to provide background on the issue you
are going to investigate and set gap that will be the relevance of your study (Denney
& Tewksbury, 2013).

However, you need to familiarize yourself first to the guidelines in doing

literature review. This lesson will acquaint you with the process in coming up a
worthwhile literature review.

What’s In

You are in the street eating your favorite “kwek-kwek” when you heard about
a morse code. You need to identify what are the words hidden on the codes. Use the
guide below.

1. --. ..- .. -.. . .-.. .. -. . … (answer: __________________________)

2. …- .- .-. .. .- -… .-.. . (answer: __________________________)

3. … ..- .-. -.-. . …. (answer: __________________________)

4. .-.. .. - . .-. .- - ..- .-. . (answer: __________________________)

5. … ..- -- -- .- .-. .. --.. . (answer: __________________________)

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 Notes to the Teacher
This module prepares the students to present their literature
review.

What’s New

Literature review provides background of the research. Bok on the other hand,
instead of reading studies related to their research opted to have concrete experience
of their research topic. Having a direct experience is good but of course you need to
read other researches in order to understand their claims and findings.

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 What is It

Now we are going to deal with the guidelines on how to make literature review.
According to Morgan-Rallis (2018), there are guidelines that researchers need to
ponder in crafting their literature review.
1. Identify your variables. This is to determine what are your variables in your
research. In short, you should know your topic (Minch, 2018). For example,
your research title is like this:

Lived experiences of PWD students engaged community services in a rural area.

What are your variables here? Or simply, what is your topic all about?
If you will be labeling it, you will come up with this result.
a) PWD students
b) PWD students and community services
c) PWD students in a rural area
d) PWD engaged in community services

So, you can search for literatures: journal articles, published articles from
credible websites, magazines, newspapers related to the following. The question is
how many literatures are you going to search and what is the time frame? Some
schools require ten (10) to twenty (20) literatures conducted within five (5) years.
Some just acknowledge ten (10) from credible and scientific sources. Nonetheless,
because the research you are conducting is a novice research with the aim just for
research appreciation, ten (10) literatures from scientific sources are enough.

2. Use online or library sources. Literature review requires reading. If there is

a nearby school or public libraries, you can go there to read their books related
to your study. However, if there is none, internet is the best way to do it. It is
just one click away.

Here are some websites that can help you search for any related literature.

www.googlescholar.com www.researchgate.com elsevier.com

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 proquest.com eric.ed.gov. springer.com

3. Analyzing the literature. On this part of literature review, you need to analyze
what you have read. It requires you to evaluate the findings of the research. You just
need to identify what the literature has to say on the variable that you have
considered.

The study of Fernandez about

community involvement of PWD, found
that there are PWD in NCR who are
Community involved in community services. Most of
Involvement of PWD them are involved in outreach activity
such as education and psychological
help. Despite their physical situation,
they positively perform their duties as
volunteers.

The study of Fernandez about PWD

students’ involvement to school services
PWD Students’ found that students with physical
Involvement in School difficulties do not usually participate in
Services school related services. It is because
they are afraid to be rejected by students
without physical challenges.

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 4. Summarizing what you read by highlighting important things. On this
part, you need to summarize the literature you read. There are many ways of
summarizing it. However, you can consider my way of summarizing literature
through tables.
Tabular Method

Title Author Year Type Publication Findings Conclusion

Indicate the
name
Indicate
List the publisher if Write the
Indicate whether it Write the
author Put the year it is a book, findings if
the title is a book, conclusion
or it was website if it it is a
of the journal if it is a
authors published or is an online study or
research article, study or
of the finished if it source, important
you online implication
study is name of the claim if it
have sources, if it is an
or unpublished journal, or is an
read thesis or article
article the article
dissertation
institution
it was made

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 What’s More

Provide information on the following table. Use the research abstracts below
as source of information.

Title Author Year Type Publication Findings Conclusion

1. NEMO DAT QUOD NON HABET! The Lived Experience of Senior High School
Teachers Teaching Practical Research Subjects
Leonilo B. Capulso, MAED, MRS
Arnel T. Sicat, Ph.D.
Year Published: 2017
Publisher: e-Proceeding of the Social Sciences Research
Abstract
The fourth industrial revolution in education and the K to 12 curriculum require
teachers to be facilitators of learning in developing and enhancing students
competencies centered on collaboration, communication, creativity and critical
thinking skills. However, teacher’s lack of expertise in teaching research subjects
led the researcher to conduct this phenomenological study which explored on the
lived experiences of SHS teachers teaching practical research subjects. Using face-
to-face interview, four themes were identified as challenges encountered by the
teachers, namely: students’ low aptitude on the subject, low morale or lack of
motivation, scarcity of teaching resources and teachers’ lack of expertise in the
subject matter. As a coping mechanism, the following themes were identified:
mentoring from peers/colleagues, time management, resourcefulness and
professional development. Using Collaizzi’s data analysis, the researcher
recommended the need of course rationalization or alignment, need for more
mentoring, modeling and research enhancement.

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 What I Have Learned

In this lesson, you have learned about the guidelines on presenting your
literature review. These are: identify your variables, use online or library sources,
analyzing the literature, and summarizing what you read by highlighting important
things.

What I Can Do

Identify the variables in these titles.

1. NEMO DAT QUOD NON HABET! The Lived Experience of Senior High School
Teachers Teaching Practical Research Subjects
Variable 1 Variable 2
__________________________________ __________________________________
__________________________________ __________________________________

2. Evaluation of the community outreach activities of a selected high education

institution in Cavite: Basis for a community extension service plan
Variable 1 Variable 2
__________________________________ __________________________________
__________________________________ __________________________________

3. Gauging the ICT-based teaching readiness of pre-service teachers in the light

of 21st century education
Variable 1 Variable 2
__________________________________
__________________________________
__________________________________
__________________________________

4. Exploring best practices of senior high school teachers of Bataan on ICT

integration in teaching Mathematics for school

Variable 1 Variable 2
__________________________________
__________________________________ __________________________________
__________________________________
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 5. The die is cast: Experiences of novice teachers in handling verbal bullying
incidents in a middle school

Variable 1 Variable 2
__________________________________
__________________________________
__________________________________
__________________________________

Assessment

Provide information on the following table. Use the research abstracts below
as source of information.

Title Author Year Type Publication Findings Conclusion

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1. Gauging the ICT-based teaching readiness of pre-service teachers in the light
of 21st century education
Dexter M. Balajadia, Ph.D.
Year Published: 2015
Publisher: International Journal of Social Sciences
Abstract
This triangulation study assessed pre-service teachers of their readiness to
functionally utilize Information and Communication Technology (ICT) – based
teaching strategies and techniques as corroborated with new graduates’ related
experiences. Their knowledge in ICT-based teaching acquired from the educational
technology courses in teacher education was correlated with their attitudes and
perceptions toward the use of these strategies in causing functional learning, their
perceived readiness, and technological practices. They generally believe that their
knowledge, potentials, and skills were not adequate to maximize ICT in designing and
implementing curricular programs when they become full-fledged teachers despite
their positive views on the benefits of ICT in teaching. New teacher-graduates,
meanwhile, experienced limitations on the opportunities to use ICT in teaching due
to lack of facilities and available resources to carry out their learned competencies.
They also expressed restraint to innovate teaching as they were aghast of the
demands of 21st century education.

2. Evaluation of the community outreach activities of a selected high education

institution in Cavite: Basis for a community extension service plan
Leonilo B. Capulso
Year Published: 2017
Publisher: e-Proceeding of the Social Sciences Research
Abstract
The purpose of the study was to evaluate the community outreach activities of a
selected Higher Education Institution (HEI) in the level of awareness, implementation,
and engagement of the three group of respondents, the selected College students of
the College of Arts and Sciences and the College of Education, the Faculty, staff and
Administrator and the selected residents of the adopted community of the university.
It used an quantitative-descriptive design. A three-part self-made questionnaires were
given to the respondents. Both descriptive and inferential measures were utilized in
the treatment of data such as frequency count, percentage, mean, ranking, analysis
of variance, and applicable multiple comparisons or post-hoc tests. The analysis of
variance manifested a significant difference among the three respondents in the three
areas of concerns, namely, the level of awareness, implementation, and engagement.
The post hoc analysis further showed the group of faculty, staff and administrator
caused the significant difference to the two other groups of respondents. A Community
Extension Services Plan was developed to address this issue that will cater to more
collaborative extensions services of the university.

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 Additional Activities

Identify the variables in these titles.

1. Lived Experience of Senior High School Students with Physical Challenges in a
school

Variable 1 Variable 2
__________________________________ __________________________________
__________________________________ __________________________________

2. Study Habits of Senior High School Working Students

Variable 1 Variable 2
__________________________________ __________________________________
__________________________________ __________________________________

3. Lived Experience of the Middle School Bullies in a Rural Municipality

Variable 1 Variable 2
__________________________________ __________________________________
__________________________________ __________________________________

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 Lesson
Ways of Organizing
2 Literature Review
On the previous lesson, you have learned the dynamics of collecting literatures
from different sources by means of tabular form. You are reminded to get literatures
that correspond to your research variables. You have filled up different information
of the literature you have gathered by means of authorship, year it was published,
type of literature, publication, findings and conclusion. I know you resulted to gather
many literatures, maybe ten (10), fifteen (15) or even twenty (20) literatures from
different scientific sources. Now, we are going to organize what you have gathered.

What’s In

Provide information on the following table. Use the research abstracts below
as source of information.

Title Author Year Type Publication Findings Conclusion

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2. Journey to Emmeus: Effects of Project Hero to the professional life of the
teacher-researchers of a school
Dexter V. Fernandez
Year Published: 2019
Publisher: ResearchGate
Abstract
Adult education, as a new trend in developing the competency of the adult
learners in the 4th industrialNotes to the
revolution, Teacher for its implementation globally.
necessitates
This module prepares the students to of
In this premise, this article explores on the effect organize
an adulttheir literature
program entitled, Project
HERO: review.
seminar and workshop about American Psychological Association (APA) 6th
edition and Mendeley Software usage. Findings revealed that the experience of the
participants was mirrored to a journey – path and road to enlightenment. The path
were wondering, grasping, and realization. On the other hand, the roads were
competence, application, and empowerment. Thus, this established the positive
impact of the program to the professional growth of its participants.

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 What’s New

I know by this time you have searched many literatures from the library or
from the internet. Have you used the different internet platform in searching
literature? Have you tried Google Scholar, Eric, Springer, ResearchGate, Elsevier, or
Proquest? There are bunch of literatures waiting for you there. Maybe you are like
Bok now that even in his dreams he can see the studies around waiting for you to
read. Well, I think you find it hard to organize them all. Do not worry, this lesson is
for you. You will not be dreaming of those again because this lesson will allow you to
arrange them properly.

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 What is It

In this lesson you will organize your literature review. This method will help
you to arrange your gathered literature.

Three (3) Ways of Organizing Literature

1. Categorize by variables. Ten (10) or more literatures that are comprised of
books, journals, theses or dissertations, or online publication are hard to
organize. In organizing them, you need to stick on the variables you have
considered and they will be bases of your searching. On this manner, you can
segregate them according to what they are discussing.
Let us consider this example:

Lived experience of the grade 11 working students during COVID 19

pandemic
On this research you resulted to these variables:

Grade 11 Life during Effects of Education

working COVID 19 COVID 19 during COVID
students pandemic pandemic 19 pandemic

As a result, you have searched on these studies:

a. Adolescents’ Prosocial Experiences During the COVID-19 Pandemic:
Associations with Mental Health and Community Attachments
b. Knowledge, Attitudes, Anxiety, and Coping Strategies of Students during
COVID-19 Pandemic
c. Supporting the continuation of teaching and learning during the COVID-
19 Pandemic
d. Effects of COVID 19 pandemic in daily life

If you will categorize them by variables, you will have this:

Grade 11 Life during Effects of Education

working COVID 19 COVID 19 during COVID 19
students pandemic pandemic pandemic
Adolescents’
Knowledge,
Prosocial Supporting the
Attitudes,
Experiences Effects of continuation of
Anxiety, and
During the COVID 19 teaching and
Coping Strategies
COVID-19 pandemic in learning during
of Students
Pandemic: daily life the COVID-19
during COVID-19
Associations Pandemic
Pandemic
with Mental
Health and

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 Community
Attachments

2. Arrange by importance. After categorizing your literatures by variables, you

need to arrange them by importance. The question is how can we arrange them
by importance? Though arranging them will be subjected because you will
decide and choose what literature is more important than others, you need to
be guided by some criteria.

Criteria in arranging literature

a. Relevance. On this criterion, you need to answer the question: Is this literature
directly connected to the present study? In what manner? By means of this,
you can have a concrete reason why you considered a certain literature as
more important than the others.
b. Quality. On this criterion, you need to answer the question: Is this literature
scientific? Is it peer reviewed by experts? Well, you can answer it through
looking at where it was published. If it came from renowned publishing
company, educational institution or established websites, then it assumed
that it is in good quality.
c. Assumption. On this criterion, you need to answer the question: Is this
literature affirmative or a negation of my study? If the literature you searched
is an affirmation of your study, better place it in the beginning of your
literature review. However, if it is a negation, better place it at the last part.

3. Connecting literatures. After arranging the literatures that you searched, now
it is time for you to connect them because these are already categorized and
arranged. Literatures that discuss on the same topic and same assumption need
to be connected drawing similarities from each other and to the present study.
However, the literature stressing an opposite finding should be differentiated with
the other literatures.

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 What’s More

You are in the street eating again your favorite “kwek-kwek” when you heard
about a morse code. You need to identify what are the words hidden on that code.
Use the guide below.

1. -.-. .- - . --. --- .-. .. --.. . (answer: __________________________)

2. .. -- .--. --- .-. --- .-. - .- -. -.-. . (answer: __________________________)

3. .- … … ..- .--. - .. --- -. (answer: __________________________)

4. .-. . .-.. . …- .- -. -.-. . (answer: __________________________)

5. --.- ..- .- .-.. .. - -.-- (answer: __________________________)

What I Have Learned

In this lesson, you learned how to organize your literature review. These are
the three (3) ways of organizing literature: categorizing variables, arranging by
importance, and connecting literature. In arranging literature, you dealt with the
three (3) of arranging literature. These are relevance, quality, and assumption. Now
you can organize your literature.

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 What I Can Do

Arrange the following literatures according to their importance. Remember

you are working with the research about the academic performance of the senior
high school students. Use numbers 1 to 5.

1. _______ Identifying factors that influence senior high school students’

performance through social networking sites: An exploratory case study
2. _______ A meta-analysis of effects on student performance across disciplines and
education levels
3. _______Student performance vis a vis study habits
4. _______A Sleep disruption in students and its relationship with impaired
academic performance
5. _______Analyzing students' performance using educational data mining

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 Assessment

Arrange the following literature according to their importance. Remember you

are working with the research about education of junior high school students during
COVID 19 pandemic. Use numbers 1 to 10.
1. _______The impact of COVID-19 on junior students’ education: Implementing
extreme pandemic response measures
2. _______ Junior high school students in MICU during COVID-19 pandemic
3. _______Psychological effects of the COVID-19 to junior high school students
under community lockdown
4. _______Psychotic experiences in high school student population during the
COVID-19 pandemic
5. _______Complex emergencies of COVID-19: Experience of junior high school
students in Zhuhai, China
6. _______Innovation born in isolation on remote learning experience of junior
high school students during the COVID-19 pandemic
7. _______Reducing Social Isolation of junior high school students during COVID-
19 pandemic
8. _______Academic anxiety of junior high school students during COVID 19
pandemic
9. _______Impact of COVID-19 on an academic performance of high school
students
10. _______Creation of an Interactive Virtual Education during the COVID-19
Pandemic

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 Additional Activities

Arrange the following literature according to their importance. Remember you

are working with the research about emotional bullying in middle school. Use
numbers 1 to 5.
1. _______ Effects of sexual orientation-based bullying on feelings of loneliness
and sleeping difficulty among Brazilian middle school students
2. _______ Exploring associations between school environment and bullying in
the middle schools of Iraq
3. _______ Are bully-victims homogeneous? Latent class analysis on junior high
school bullying
4. _______ Bullying victimization, school belonging, academic engagement and
achievement of middle school students in rural China: A serial mediation
model
5. _______ Homophobic bullying at middle schools

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 Answer Key

Lesson 1

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23
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Lesson 2 Answer Key

References

Denney, A. S., & Tewksbury, R. (2013). How to write a literature review. Journal of
Criminal Justice Education, 24(2), 218–234.
https://doi.org/10.1080/10511253.2012.730617
Minch, C. (2018). How to write a literature review. Center for Effective Services.
https://doi.org/10.1080/01441647.2015.1065456
Mongan-Rallis, H. (2018). Guidelines for writing a literature review. CA: Pyrczak
Publishing.

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For inquiries or feedback, please write or call:

Department of Education – Region III,

Schools Division of Bataan - Curriculum Implementation Division
Learning Resources Management and Development Section (LRMDS)

Provincial Capitol Compound, Balanga City, Bataan

Telefax: (047) 237-2102

Email Address: [email protected]