Practical Research 1 – Grade 11

Quarter 1 – Module 18: Presenting a Written Review of Related Literature

First Edition, 2020

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Published by the Department of Education - Schools Division of Pasig City

Development Team of the Self-Learning Module

Writer: Nathaniel B. Bacli
Editor: Renee Rose C. Reyes & Marlyn D. Tolosa
Reviewers: Renee Rose C. Reyes, Marlyn D. Tolosa, EPS – Research
Illustrators: Renee Rose C. Reyes & Edison P. Clet
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Management Team: Ma. Evalou Concepcion A. Agustin
OIC-Schools Division Superintendent
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Victor M. Javeña, EdD
Chief, School Governance and Operations Division and
OIC-Chief, Curriculum Implementation Division

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Librada L. Agon, EdD (EPP/TLE/TVL/TVE)

Liza A. Alvarez (Science/STEM/SSP/Research)
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Norlyn D. Conde, EdD (MAPEH/SPA/SPS/HOPE/A&D/Sports)
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Pasig City
 Practical
Research 1 11
Quarter 1
Self-Learning Module 18
Presenting a Written Review of Related
Literature
Introductory Message

For the Facilitator:

Welcome to Practical Research 1 Grade 11 Self-Learning Module on Presenting

a Written Review of Related Literature!

This Self-Learning Module was collaboratively designed, developed and

reviewed by educators from the Schools Division Office of Pasig City headed by its
Officer-in-Charge Schools Division Superintendent, Ma. Evalou Concepcion A.
Agustin, in partnership with the City Government of Pasig through its mayor,
Honorable Victor Ma. Regis N. Sotto. The writers utilized the standards set by the K
to 12 Curriculum using the Most Essential Learning Competencies (MELC) in
developing this instructional resource.

This learning material hopes to engage the learners in guided and independent
learning activities at their own pace and time. Further, this also aims to help learners
acquire the needed 21st century skills especially the 5 Cs, namely: Communication,
Collaboration, Creativity, Critical Thinking, and Character 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. Moreover, you are expected to encourage and assist the learners
as they do the tasks included in the module.
 For the Learner:

Welcome to Practical Research 1 Self-Learning Module on Presenting a Written

Review of Related Literature!

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 material while being an active
learner.

This module has the following parts and corresponding icons:

Expectations - This points to the set of knowledge and skills

that you will learn after completing the module.

Pretest - This measures your prior knowledge about the lesson

at hand.

Recap - This part of the module provides a review of concepts

and skills that you already know about a previous lesson.

Lesson - This section discusses the topic in the module.

Activities - This is a set of activities that you need to perform.

Wrap-Up - This section summarizes the concepts and

application of the lesson.

Valuing - This part integrates a desirable moral value in the

lesson.

Posttest - This measures how much you have learned from the
entire module.
 EXPECTATIONS

This module focuses on the presentation of a written literature review.

After going through this module, you are expected to:

1. describe the steps for writing the Review of Related Literature;
2. determine the characteristics of a good literature review; and
3. follow the steps in writing a Review of Related Literature.

PRETEST

Directions: Choose the letter of the correct answer and write it in your notebook.

1. Which of the following steps in writing the literature review comes first?
A. Deciding on what kind of literature review to write
B. Beginning to write the literature review
C. Collecting resources on the research topic
D. Creating a synthesis matrix

2. Why should you take time to read your literature sources?

A. It explains why the research problem needs to be discussed
B. It prevents you from misrepresenting the ideas of your sources
C. It eliminates the readers’ confusion about the topics
D. It ensures that the literature review is properly spelled

3. Which of the following is NOT a characteristic of a good literature review?

A. Using recent materials
B. Using materials that are relevant to the study
C. Materials must not be too few nor too many
D. Writing a review that agrees to the demands of the public

4. Articles taken from the internet must not be published more than ___ years
ago.
A. three
B. four
C. five
D. ten
 5. After writing the literature review and checking it for spelling and grammar
errors, what must the researcher do next?
A. Submit it to a publisher
B. Paraphrase longer paragraphs
C. Place a header for every topic discussed
D. Write a bibliography or reference list

RECAP
In the previous lesson, we defined what plagiarism is as well as its kinds.
Using your own words, enumerate and describe the kinds of plagiarism.

Directions: List down the six (6) kinds of plagiarism in your notebook.

1. __________________________________________________________
2. __________________________________________________________
3. __________________________________________________________
4. __________________________________________________________
5. __________________________________________________________
6. __________________________________________________________

LESSON

Writing the Review of Related Literature may seem daunting at first, especially
if you do not know where to start. In our previous lessons, we have discussed how
to collect sources of literature, how to cite sources properly, and how to synthesize
information from them. All we need to do now is to apply them in the actual writing.
The steps below will help you create your literature review.

1. Decide on the kind of literature review you are going to write. Is it going to be
a narrative review that tells the historical and current understanding of your
research topic? Is it going to be integrative in which you combine various views
about the problem to create a new understanding?
2. Collect resources for the topics you are going to discuss in the literature
review. Keep in mind that you will discuss the topics in detail in your review;
therefore, you must select the best available resource for the topic. As much
as possible, collect primary sources for your discussion.
3. Take time to read and compare each of your sources. If you are using articles
from a research journal, the abstract will give you an idea of the conclusions
of the study. Taking time to read your sources will prevent you from
 misrepresenting their ideas. Remember that not all articles for the topic agree
with each other. Take note of how much each of the sources agrees and differ
with each other and include it in your literature review. This allows for an
objective presentation of ideas even if they disagree on the topic.
4. Create a synthesis matrix for your sources. This will help organize the ideas
you have gathered for the topics, making it easier for you to write essays for
each topic.
5. Begin the literature review with an introduction to the topic. Introduce the
research problem and why the research questions or topics need to be
discussed.
6. Write the body of the literature review in essay form, going through your
sources and arguments. At this point, you are the one making a case for the
topic at hand. Avoid simply lumping quotes and sources together, you should
show that you understand what the sources are saying and how it relates to
the research problem. If the research problem or topic is experienced globally,
start discussing the topic from a global perspective first, then toward the
national and local perspectives on the topic.
7. If you are going to discuss multiple topics, start each topic with a header. This
way, readers will not be confused about which part of the research problem is
being discussed.
8. Write a summary at the end of the literature review. This includes your
inclinations as a researcher based on what you have learned from the sources.
While you cannot conclude yet at this point in the study, if you think that
your opinion is justified through the reliable sources you mentioned, you can
include it in your summary.
9. Always check your spelling and grammar. It is best to consult a grammar critic
after you have composed your literature review.
10. Remember to write a bibliography of the sources you cited for this literature
review. This shall be included in the latter part of the research paper.

Sample Review of Related Literature

Factors Affecting the Utilization of Smartphones and

Tablets in Teaching of Private Senior High School Teachers
in Dasmariñas City, Cavite (Bacli 2016, 7-10)

Review of Related Literature and Studies This serves as the

The nature of the variables that might affect the Introduction to
utilization of tablets and smartphones in teaching are the literature
presented in this section. Articles, studies, and trends both review.
locally and internationally have been investigated to
understand how they influence teachers in using their gadgets.

Age Header
Age indicates how long the respondent has lived
or existed (Cambridge Advanced Learners Dictionary, 2008).
This means the current age of the respondent during the time
of this study.
Purcell, Heaps, Buchanan, & Friedrich (2013)
had studied if age trends between the age of Advanced
Placement and National Writing Project teachers in the United Starting from an
States and how they experience the impact of digital international
technologies to their profession. The study revealed that 64% perspective.
of teachers aged 35 and under are more likely to describe
themselves as very confident in using new digital technologies
compared to only 44% of teachers aged 55 and above. Younger
teachers are more likely to encourage students in participating
in online discussions and utilizing web-based tools than older
teachers. Younger teachers also seek ideas from their
colleagues for the implementation of these technologies, as
22% of teachers aged 35 and under expressed that they do this
very often.
As of 2013, 50% of surveyed Filipino males aged 16-60 Continuing to a
reported that they own a smartphone compared to 56% of local perspective.
surveyed Filipino females of the same age group (Sualog, 2013).
This trend was expected to rise in the succeeding years with
the entry of more powerful and feature-packed gadgets. In
Cavite, this roughly corresponds the working age group of the
province. Individuals aged 20 to 64 years old account for Demographic
57.94% of Cavite’s population (Province of Cavite, 2013). This information are
then coincides with the usual age an education student best sourced from
graduates and starts teaching up to the usual retirement age government
in the profession. agencies such as
Albert (2013), citing the findings by UNESCO in the Philippine
2009, mentioned that 84% of teachers in the Philippines were Statistics
aged 59 and under in the primary, and 96.5% of the same age Authority (PSA).
group for the Lower Secondary. In the same report, he also
pointed out that the percentage of Filipino teachers aged 60 Interpret
and over for the Primary level are higher than the neighboring statistics from
countries Indonesia and Malaysia at almost 15%. sources so that
In a report for OnDevice Research, Sweeney readers can
(2014) noted that Filipino internet users are of a relatively grasp the data
young age, from 34 and younger. In the same report, she better.
attributed this trend to the entrance of smartphones and
tablets that are capable of accessing the Internet.

Years of Teaching Experience Header for

This study seeks to investigate whether the another topic.
number of years the teacher respondent has in the profession
is linked to his utilization of smartphones and tablets in
teaching. Experience refers to the process of getting knowledge
or skill from doing, seeing, or feeling things while work
 experience is defined as the experience that a person already
has of working (Cambridge Advanced Learner’s Dictionary,
2008). Many fresh graduates of education courses tend to seek
employment in private schools to gain experience before
moving over to public schools. Private schools offer an
environment for the new teacher to test the waters and
implement methods that he or she has just learned.
Teachers who implement new methods help their
schools to perform better (Wilcox & Angelis, 2011), but despite
the widespread availability of newer technologies in the United
States, veteran teachers would rely on younger teachers for
new ideas concerning these technologies.
However, not all teachers reflect this trend. A Include a source
survey conducted by the Software Information & Industry that presents a
Association on 981 US teachers revealed that most of the different view on
teachers are not yet prepared to utilize gadgets regardless of the topic.
the years of experience they have (SIIA, 2014). They attribute
this to the inadequacy of internet bandwidth and gadgets
which are available to them in their respective schools. One
teacher expressed that despite being relatively new in the field
of education, she still feels that she is the least tech-savvy in
their faculty, and that older teachers are more proactive in
learning and utilizing new gadgets and technologies (Dobo,
2015).
Herrington (2009) found out that adult educators
in postgraduate studies have benefitted with the use of
smartphones in preparing video narratives in a class
presentation. His study revealed that despite the years the
respondents had spent in teaching their particular subjects,
these gadgets were welcome additions to their teaching
profession, and that these enable them to do more tasks.
Educators who also used to implement teacher-centered
strategies in their classes found that the use of smartphones
offered them new learning techniques that may be applied in
their classes.

As much as possible, use the latest sources as a basis for your literature
review. Get the latest available edition for books and general references, such as
encyclopedia and dictionaries. If you are citing from websites, make sure that the
sources were not published more than 5 years ago. In the example above, the author
presented the literature review in 2016, so his sources were not older than in 2011.
Characteristics of a Good Literature Review

Prieto, Naval, and Carey (2017, 85) also recommend the following criteria in
the selection of written materials for the literature review:

1. Use recent materials. More recent findings help you understand the topic
better.
2. Materials must be as objective and unbiased as possible. While it is acceptable
to include materials that explain a particular view from one perspective, your
references must consider other perspectives also. It is best if you would use
references that discuss multiple perspectives on the topic objectively.
3. Materials must be relevant to the study. It is a common mistake of young
researchers like yourself to include articles that barely mention the topic, and
some even include advertisements. This may affect the credibility of your
study as well as your understanding of the topic.
4. Materials must not be too few nor too many. Do not be intimidated by the
number of materials you are required to review. Make it your point to create
a literature review that increases your understanding of the topic, and not
simply trying to reach a minimum article quota.

ACTIVITIES

Activity 1
Directions: Arrange the steps in writing a literature review by numbering them from
1 to 10. Write your answers in your notebook.

____1. Write a bibliography of the sources you cited for this literature review.
____2. Write a summary at the end of the literature review.
____3. Create a synthesis matrix for your sources.
____4. Decide on what kind of literature review you are going to write.
____5. Collect resources for the topics you are going to discuss in the literature
review.
____6. Check your spelling and grammar.
____7. Take time to read and compare each of your sources.
____8. Start each topic with a header.
____9. Begin the literature review with an introduction of the topic.
____10. Write the body of the literature review in essay form.
Activity 2
Directions: Read the sample literature review in the lesson proper, then answer the
following questions in your notebook.

1. Do the literature point to a connection between age and the utilization of

gadgets in teaching? Explain why or why not.
2. Do all teachers feel prepared or ready in using gadgets for teaching? Explain
your answer.
3. Is there a connection between years of teaching experience and the use of
gadgets in teaching?

Activity 3
Directions: Write your own literature review using the same sources given in the
sample literature review above. You are free to add more sources if an internet
connection is available to you. Choose between the given topics below:

A. Age and Utilization of Smartphones in Teaching

B. Years of Teaching Experience and Utilization of Smartphones in Teaching

WRAP-UP

Suppose that you are writing a literature review about a certain topic and you are
deciding whether to include the sources below in your review. Evaluate the given
sources using the characteristics mentioned in the lesson.

Directions: Determine whether the sources can be included in the literature review
or not. Justify your answer. Write your answer in your notebook.

Should it be
Literature Source included? Justification
(Yes/No)
1. An encyclopedia entry published in 2016.
2. A personal blog post published in 2019.
3. A book about the topic published in 1985.
 VALUING

Directions: Reflect on the questions and write your thoughts about them in your
notebook.

1. What new learnings did you discover from the literature review you wrote for
Activity 3? Did it have an impact on what you used to believe about the topic?
2. Do you feel more confident in answering questions about the topic you chose
in Activity 3?
3. How does writing a literature review improve your knowledge about a certain
topic?

POSTTEST

Directions: Choose the letter of the correct answer and write it in your notebook.

1. Which of the following is NOT an indicator of a good literature review?

A. Uses of recent materials
B. At least 100 sources of literature is to be used
C. Only relevant sources are to be included
D. Objective and unbiased materials must be included

2. It is recommended that the sources you use are published not more than how
many years ago?
A. three
B. four
C. five
D. ten

3. When discussing multiple topics, what should be placed at the start to

indicate a new topic?
A. title page
B. subtitle
C. header
D. subheader
4. In what form should the literature review be written?
A. essay form
B. matrix form
C. bulleted list form
D. table form

5. Which is the final step of writing the literature review?

A. Writing a summary
B. Creating a synthesis matrix
C. Checking of grammar and spelling
D. Writing a bibliography
 KEY TO CORRECTION

5. D
4. A
Total: 10 points 3. C
Completeness of Sources – 4 points 2. C
Accuracy of Paraphrasing – 3 points 1. B
Composition and Grammar – 3 points Posttest
Exact answers may vary. Evaluate the essay using this rubric:
Activity 3 5. D
Answers may vary. Give 5 points for every satisfactory response. 4. C
Activity 2 3. D
2. B
10, 8, 4, 1, 2, 9, 3, 7, 5, 6 1. A
Activity 1 Pretest

References
Babbie, Earl. 2016. The Practice of Social Research. Boston: Cengage Learning.

Prieto, Nelia, Victoria Naval, and Teresita Carey. 2017. Practical Research 1 for Senior
High School. Quezon City: Lorimar Publishing, Inc.

Bacli, Nathaniel. 2016. “Factors Affecting the Utilization of Smartphones and Tablets
in Teaching by Private High School Teachers in Dasmariñas City, Cavite.”
Term paper. Technological University of the Philippines.