Grade

11

PRACTICAL RESEARCH 1
QUARTER 3 – MODULE 4
Practical Research 1 – Grade 11

Week 5 - 8

Learning from Others

and Reviewing the
Literature
Alternative Delivery Mode
Quarter 3 – Module 4: Learning from Others and Reviewing the Literature First
Edition, 2020

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Published by the Department of Education

School Division Superintendent: Danilo C. Sison, EdD, CESO V

Assistant Schools Division Superintendent: Teodora V. Nabor, DA, CESO VI

Development Team of the Module

Author: Daphne M. Magno

Reviewers: Julie G. De Guzman, EdD, Emelda T. Hernandez
Ritchie G. Macalanda, PhD, Lea C. Cacayan, PhD
Domingo T. Dismaya II, EdD, Rodrigo T. Domingo
Illustrator: Daphne M. Magno Layout Artist:
Daphne M. Magno Management Team:
CID Chief/ Division ADM Coordinator: Cornelio R. Aquino, EdD
Division EPS-LRMS: Maybelene C. Bautista, EdD
Division EPS-Science: Julie G. De Guzman, EdD

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Office Address: Canarvacan, Binalonan, Pangasinan

Telefax: ___________________________
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 11
Practical
Research 1
Quarter 3 – Module 4
Week 5 – 8
Learning from Others and
Reviewing the
Literature
Introductory Message
For the facilitator:

Welcome to the Practical Research 1 Grade 11 Alternative Delivery Mode (ADM)

Module on Learning from Others and Reviewing the Literature!

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.

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.

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 For the learner:

Welcome to the Practical Research 1 Alternative Delivery Mode (ADM) Module on

Learning from Others and Reviewing the Literature!

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!

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

This part includes an activity that aims to check what you

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

This is a brief drill or review to help you link the current

lesson with the previous one.

What’s In 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.

This section provides a brief discussion of the lesson. This

What’s New
aims to help you discover and understand new concepts
and skills.

This comprises activities for independent practice to solidify

your understanding and skills of the topic. You may check
What is It the answers to the exercises using the Answer What I Have
Learned

What’s More

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What I Can Do

Key at the end of the module.

This includes questions or blank

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

This section provides an activity which will help

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

This is a task which aims to evaluate your level of

Additional Activities mastery in achieving the learning competency.

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.
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

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gain deep understanding of the relevant competencies. You can do it!

What I Need to Know

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

The module is divided into three lessons, namely:

• Lesson 1 - Review of Related Literature (RRL)

• Lesson 2 - The Process of Review of Related Literature
• Lesson 3 - Standard Styles in Review of Related Literature, Citation, or
References

After going through this module, you are expected to:

1. Selects relevant literature;

2. Cites related literature using standard style (APA, MLA or Chicago Manual of
Style);
3. Synthesizes information from relevant literature;
4. Writes coherent review of literature;
5. Follows ethical standards in writing related literature; and
6. Presents written review of literature.

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 What I Know

Multiple Choices: Choose the best answer. Write the letter of your choice on a separate
sheet of paper.

1. It is taken from books or studies that were tested and proven so many times over a
long period of time.

A. Reviewer B. Review of lesson C. Review of literature D. Synthesis

2. Which is NOT a statement about making a Literature review?

A. Concerned with adding new knowledge

B. A bibliography is necessary in a literature review

C. A good literature review uses clear line of argument

D. Researchers follow referencing styles

3. What does APA mean?

A. Association Psychological of America C. American Psychological Association

B. America Psychological Association D. American Physiological Association

4. What is the difference between APA and MLA format?

A. Use in citing a reference. C. Follows a set of rules for formatting

B. MLA is easier than APA D. The way the citations are formatted

5. What are the three main components consistent across literature reviews? A.

Introduction, Body, Summary C. Introduction, Data collected, Summary B. Introduction,

Body and Conclusion D. Introduction, Question, Recommendation

6. What should be included in a literature review?

A. A review of the area being researched

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 B. The review provides a description, summary and evaluation of each source.

C. Describes the broad philosophical underpinning to your chosen research methods

D. None of the above

7. A systematic review of related literature follows a certain __________.

A. theory B. method C. instruction D. model

8. Being honest, truthful, and grateful in doing the review of related literature is
practicing ____________.

A. smartness B. cut-and-paste C. ethics D. individualism

9. Which of the following is cited correctly in APA style?

A. H. M. Dietel and P. J. Dietel (C How to Program) define pointers as "variables that

contain as their values addresses of other variables" (p. 294).

B. H. M. Dietel and P. J. Dietel (1999) define pointers as "variables that contain as their
values addresses of other variables" (p. 294).

C. H. M. Dietel and P. J. Dietel define pointers as "variables that contain as their values
addresses of other variables" (1999, p. 294).

D. None of the above

10. A review of the literature prior to formulating research questions allows the
researcher

A. to become familiar with prior research on the phenomenon of interest

B. to identify potential methodological problems in the research area

C. to develop a list of pertinent problems relative to the phenomenon of interest

D. all of the above

11. Which of the following is NOT an example of an ethical research?

A. Protect confidential communications

B. Strive to promote social good and mitigate social harms through research

C. Honor patents, copyrights, and other forms of intellectual property

D. Manipulate the arguments in order to enhance your research

12. The following example of an APA in-text citation is incorrectly formatted, because
_______.

(Giugovaz 2008 p. 2)

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 A. the citation is missing commas to separate the elements

B. the citation is missing the author’s first name

C. the citation is missing the title of the work

D. None of the above.

13. Plagiarism can be avoided by:

A. Copying the work of others accurately

B. Paraphrasing the author’s text in your own words

C. Cut and pasting from the Internet

D. Quoting directly without revealing the source

14. Annabelle is planning a qualitative study regarding intermediate mathematics

classrooms. Which of the following is most likely be the primary source data for her study?

A. Standardized test scores.

B. Instructional materials published by a textbook company.

C. Observations of an intermediate class using manipulative.

D. A large-scale teacher survey that addresses how teachers use manipulative.

15. For all paraphrased and summarized content, the citation must include

A. Author(s)’ last name(s) and the date of publication

B. Title of the document and the author(s)’ last name(s)

C. The date of publication and page or paragraph number

D. Author(s)’ last name(s) and the page or paragraph number

16. A systematic literature review is:

A. one which generates a literature review using a treasure hunt system.

B. a replicable, scientific, and transparent process.

C. one which gives equal attention to the principal contributors to the area.

D. a manufactured system for generating literature reviews tailored to your subject.

17. You're doing a paper on death and dying and in the course of your research you have
talked to a family friend whose child recently died. You want to include something she said
to you, although it is not a quotation. Do you have to reference this, and if so, how would
you do it?

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A. Put a parenthetical note as follows: (J. Doe, personal communication, April 1, 2004),
but do not put it into the reference list.

B. Since no one could check on this, and you are really putting it into your own words,
it is not necessary to cite it at all.

C. It is sufficient to mention in your text that a friend had experienced this situation.

D. None of the above.

18. The benefits of using citation and the appropriate style are:

A. You are providing hard evidence or expert witnesses to support your argument.

B. You let your reader know that you are working within the academic tradition.

C. You avoid charges of plagiarism.

D. All of the above.

19. Paraphrasing too closely to the original text, even if you do credit the source, is still
considered as plagiarism because:

A. By changing a few words or the order of the original words, you have changed the
author's exact words.

B. By not providing the exact words of the author in their entirety, you are attributing
to the author some words that he/she did not write.

C. You must never use the words of others when you are using their ideas.

D. You have failed to indicate, by means of direct quotation marks, which are the exact
words of the original.

20. You're worried that your paper will look as if all the ideas come from someone else
and appears to list one reference citation after another. You can avoid this by:

A. Having your own over-riding argument and thesis, being analytical, and presenting
your own interpretations of the evidence.

B. Omitting references when you are in doubt whether you need to reference ideas or
information.

C. Integrating quotes and ideas into the text so that they fit in with your own words in
a seamless web, and varying the way you introduce your references to the original
sources.

D. Both a and c.

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Lesson
Review of Related
1 Literature (RRL)
Literature is an oral or written record of man’s significant experiences that
are artistically conveyed in a prosaic manner. Embodied in any literary work like
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 directly and indirectly. Direct expression of man’s knowledge of the
world are in books, periodicals, and online reading materials. Indirect expressions
are his inferences or reflections of his surrounding that are not written or spoken
at all (Ridley 2012).

What’s In

Directions: List and rank sources that you would reference for your research from
the following potential sources of information. Use a

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 separate sheet of paper for your answer.

What’s New

A literature review is compose of information found in scholarly articles,

books, and other literature related to your area of study. Its goal is to describe,
summarize, evaluate and clarify the prior research on your topic. A literature
review goes beyond summing up the research of others and explores the
relationships within the literature, determines what has already been
investigated, identifies potential relationships between concepts, defines and
measures key concepts and relates to research already completed in the field of
study.

A review of related literature (RRL) 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 the connection of your research with what people
already know about it. In your analysis or reading of recorded knowledge, you
just do not catalog ideas in your research paper, but also interpret them or
merge your thinking with the author’s ideas. Hence, in doing the RRL, you deal
with both formal or direct and informal or indirect expressions of man’s
knowledge.

Directions: Identify what kind of information (e.g. definition of terms, history,

survey results, etc.) you can get from the top 5 sources of information that you
have ranked from the previous activity.

Source of information Kind of information

1.

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2.

3.

4.

5.

What is It

Purposes of Review of Related Literature

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 the significance of your work with the kind of evidence it gathered
to support the conclusion of your research.

8. To avoid repeating previous research studies.

9. To recommend the necessity of further research on a certain topic.

Styles or Approaches of Review of Related Literatures (RRL)

Traditional Review of Literature

To do a traditional way of review of related literature is to summarize

present forms of knowledge on a specific subject. Your aim here is to give an
expanded or new understanding of an existing work. This kind of review does

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 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.

Traditional review is of different types that are as follows:

1. Conceptual review – analysis of concepts or ideas to give meaning to some

national or world issues

2. Critical review – focuses on theories or hypotheses and examines meanings and

results of their application to situations
3. State-of the-art review – makes the researcher deal with the latest research
studies on the subject

4. Expert review – encourages a well- known expert to do the RRL because of the
influence of certain ideology, paradigm, or belief on him/her

5. Scoping review – prepares a situation for a future research work in the form of
project making about community development, government policies, and health
services, among others.

Systematic Review of Literature

A style of RRL that involves sequential acts of review of related literature.

Systematics review requires you to go through the following RRL steps (Ridley
2012):

1. Have a clear understanding of the research questions. Serving as the compass

to direct your research activities, the research questions tell you what to collect
and where to obtain those data you want to collect.

2. Plan your manner of obtaining the data. Imagining how you will get to where
the data are, you will come to think also of what keywords to use for easy
searching and how to accord courtesy and respect to people or institutions from
where the data will come such as planning how to communicate your request
to these sources of data.

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3. Do the literature search. Using keywords, you look for the needed information
from all sources of knowledge: Internet, books, journals periodicals, government
publications, general references, and the like.

4. Using a certain standard, 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.

5. Determine the methodological soundness of the research studies. Use a

checklist or a certain set of criteria in assessing the ways researchers conduct
their studies to arrive at a certain conclusion.

6. Summarize what you have gathered from various sources of data. To concisely
present a synthesis of your report, use a graph such as a table and other
presentation formats that are not prone to verbosity.

A systematic review of literature is a rigorous way of obtaining data

from written works. It is a bias-free style and ensures objectivity in every stage
of the research. (Fraenbell 2012)

The following table shows the way several books on RRL compare and
contrast the two styles of RRL.

Standards Traditional Review Systematic Review

Purpose To have a thorough and To meet a certain objective

clear understanding of based on specific research
the field questions
Scope Comprehensive, wide Restricted focus
picture
Review Design Indefinite plan, permits Viewable process and paper
creative and exploratory trail
plan
Choice of Purposeful selection by Prepared standards for
Studies the reviewer studies selection

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 Nature of studies Inquiry-based techniques Wide and thorough search
involving several studies for all
Quality appraisal Reviewers’ views Assessment checklists
Summary Narrative Graphical and short
summary

Structure of the RRL

The structure of the whole literature review indicates the organizational

pattern or order of the components of the summary of the RRL results. For the
traditional review, the structure of the summary resembles that of an essay
where series of united sentences presents the RRL results. However, this
structure of traditional review, the structure is based on your subject and area
of specialization. For the systematic review, the structure is based on the
research questions; somuch so, that, if your RRL does not adhere to a certain
method to make you begin your RRL with research questions, your RRL is
headed toward a traditional literature review structure

Regardless of what RRL structure you opt to use, you must see to it that
the organizational pattern of the results of your review contains these three
elements:
 An introduction to explain the organizational method of your literature review
 Headings and subheadings to indicate the right placement of your supporting
statements and

 A summary to concisely restate your main point. ( Ridley 2013)

What’s More

Directions: Write on a sheet of paper a topic you are most interested to explore.
Enumerate at least three ways on how you will look for the information and data
needed about the chosen topic. Share important information that you would like
to probe on the chosen subject. Use separate sheet of paper for your answers.

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 Follow the given examples and write your answers on a separate sheet of paper.

Introduction: What is the topic of my literature review?

Example: Gender Inequality among TVL Learners

Answer:__________________________________________________________

Topic Sentence:

Example: The number of learners, quality of work, quantity of work, and types of
PPE.

Answer:___________________________________________________________

My sources (works to be read, analyzed and cited)

Example: Bagale, S. (2016). Gender Equality and Social Inclusion in Technical and
Vocation Education and Training. Journal of Training and Development, 2(Ii), 25–
32. https://doi.org/10.3126/jtd.v2i0.15435

Answer:
1._________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
2._________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

3.____________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Body: What are the main points/arguments of my sources? How are these points
supported?

Example:

Source 1: Bagale found out that more women are included in the traditional
technical vocational programs, whereas there is poor participation in
nontraditional areas.
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 Source 2: Mustapha pointed out that there is gender imbalance in the technical
vocational field.

Answer:

Source 1:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Source 2:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Source 3:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Body: Similarities in (comparing) two or more of the articles:

Example: Bagale and Mustapha agreed that there are still gender inequalities in the
technical vocational field and that women are still concentrated in certain types of
area.

Answer:

______________________________________________________________________________
______________________________________________________________________________
Body: Differences in (contrasting) in two or more of the articles:

Example: Bagale and Mustapha disagree on the factors that contributes and are
affected by the gender inequality issues on technical vocational majors.

Answer:
______________________________________________________________________________
______________________________________________________________________________

Conclusion: Summarizing

Example: This literature review was conducted to analyze opposing perspectives

on gender inequality among technical vocational learners.

Answer:

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______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Why is the topic of this literature review important and/or what should be the
next step of this study?

Example: Further research is needed to examine recent statistics on gender

inequality among TVL learners in the senior high schools of this division as
compared to others in this region.

Answer:

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Lesson Criteria in Selecting,

2 Citing, and Synthesizing

Related Literature

There are a lot of ways to bring in the flow of literature review that will help
learners develop their research. Frequently asked questions on how to proceed
in the conduct of literature review includes: how to look for sources, how many
sources should be cited, how to discuss ideas taken from the studies cited, how
to cite authors, and further. The aim of this lesson is to present a step-by-step
guide in undertaking a review of literature to facilitate your understanding.

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 What’s In

In the previous lesson, you learned the definition, importance and

purpose of literature review. An effective literature review selects the
right and specific write ups that give close information to an identified topic,
scrutinize and synthesize content about key themes or issues, cites properly
authors of information gathered, identify similarities and differences between
chosen literatures and a lot more. Selecting, citing and synthesizing related
literature needs a thorough development of skills in searching, reading,
paraphrasing, writing, and even creating your own page of article after
reviewing a whole bunch of related sources.

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. You are a true
researcher now that maybe even in your dreams you can now 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.

What is It

Here are questions to guide you in this endeavor of selecting, citing, and
synthesizing related literature.

What is your prior knowledge about your research topic?

What do you have to critically say about your prior knowledge on the topic?
What do you want to know more about your topic?
Did anyone do a similar research as yours?
What does your research have that other researches do not?
Who are these authors who have works which has more or less same ideas as
yours?

Exposed to a wide source of facts and conditioned by a limited timeframe during

the conduct of study, it is necessary that you have a guided approach in
reading or reviewing various literature works that are related to your research
topic.

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 Stage 1: Search for the Literature

The stage where you devote much of your time looking for sources of
knowledge, data, or information to answer your research questions or to support
your assumption about the topic.

Generally, there are three basic types of literature sources:

1. General references – direct you to the location of other sources

2. Primary sources – directly present a person’s own experience.
3. Secondary sources – report or describe others people experiences or worldviews.
This give the most number of materials such as internet, books, peer-reviewed
articles in journal, published literary reviews conference proceedings, leaflets
and posters, research studies in progress and other library materials
Sources of information that you can consult during this stage are
websites introducing materials whose quality depends solely on every
individual, social media networks like Twitter, Facebook, blogs,, podcasts,
Youtube, video, etc. and other online encyclopedia such as Wikipedia. However,
since any person is free to use Internet for displaying information that is
peerreviewed or not, be careful in evaluating online sources.

The following are pointers you have to remember in searching for the best
sources of information or data. (Fraenbell 2012)

1. Choose previous research findings that are closely related to your research.
2. Give more weight to studies done by people possessing expertis or authority in
the field of knowledge to which the research studies belong.
3. Consider sources of knowledge that refer more to primary data than to
secondary data.
4. Prefer getting information from peer-reviewed materials than from general
reading materials.
Stage 2: Reading the Source Materials

At this stage, reading, understanding, or making the materials

meaningful to will pre occupy you. Reading or making sense of source materials
permits you to modify, construct, or reconstruct ideas based on a certain
principle, theory, pattern, method, or theme underlying your research.

Stage 3: Writing the Review

You will deal with idea connection and organization to form overall
understanding of the materials by paraphrasing or summarizing. I doing
paraphrasing and summarizing, you need to change the arrangement of ideas,
structures of the language, and format the text using appropriate using
organizational techniques of comparison-contrast, chronological order, spatial
relationship, inductive –deductive order, and transitional devices. The changes
will make the quality of ideas incorporated into the summary or paraphrase

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 effective. This means that in writing the review, you are free to fuse your
opinions with the author’s ideas. (Corti 2014).Good literature writing shuns
presenting ideas in serial abstracts which means every paragraph merely
consist of article.

Juxtaposing or dealing with studies with respect to each other will prove
the extent of the validity of findings of previous studies vis-à-vis the recent ones.
By reading the source materials and writing the review analytically or critically,
you are giving yourself to express your genuine or opinionated knowledge about
the topic and increasing the enthusiasm of people in reading your work. (Radyler
2013)

Adopting good opening sentences of articles which chronologically appear

in the paper is a good approach in writing the review. Examples of better article
openings manifesting critical thinking through analysis, comparison and
contrast of ideas and findings are as follows:

One early work by (Magno, 2018) proves that …….

Another study on the topic by (Velarde, 2018) maintains that ….

The latest study by (Escosio, 2018) reveals that …

A research study by (Apostol, 2017) explains that …

Opening an article with bibliographic list that begins with the author’s
name like the following examples is not good.
Alvarez (2015) said ….

Ramos (2016) stated …

Enriquez (2017) wrote ….

Roxas (2018) asserted …

Using correct words to link ideas will make you synthesize your literature
review in a way that evidence coming from various sources of data, will present
an overall understanding of the context or present circumstances affecting the
research problem.

 Transitional devices – also, additionally, again, similarly, however, conversely,

on the other hand, nevertheless, a contrasting opinion, a different approach,
etc.
 Active verbs – analyse, argues, assess, assert, assume, claim, compare,
contrast, conclude, criticize, debate, defend, define, demonstrate, discuss,
distinguish, differentiate, evaluate, examine, emphasize, expand, explain,
exhibit, identify, illustrate, imply, indicate, judge, justify, narrate, outline,
persuade, propose, question, relate to, report, review, suggest, summarize.
Directions: The following entries in each box are essential in writing references.

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 What’s More

The headings in each table are examples of correct format of

referencing. Fill in the table with the data provided in the headings as
guide. Arrange the entries in proper order, use appropriate format using APA
writing style (i.e. underline or italicize if necessary).

Print Sources

Book (one author) Example: Simban, J.H. (2012). Essentials of Hydroponics

Farming. Cebu City, Philippines: Digital Books.

Au Fi M (Pu B Pla Pu
th r id blic o ce bli
or’ st dl atio o of sh
s e n k Pub
I er
La In Dat T lica
n
st iti e) it tion
it
Na al l :
ia
m e
l
e

Book (two to more than three authors) – print source

Example of two authors: Roble, M. J., & Johnson, L. (2010). India (2nd ed.). New
York, NY: Marshall.

Example of three authors: Carreon, A., Marcos, M., & Genobaten, D. (2009). Work
Under Pressure. Chicago, IL: Wilcon Press.

Example of more than six authors: Benson, B., Aller, C., Camelot, D., David, E.,
Ebiola, F., Flores, G., Harison, I. (1994). The World Beneath. Los Angeles, USA:
Paramoud Era Press.

23
 Author1 First Middl Author2 First Middl Author3 First Middl Author4 First Middl
’s Last Initi e ’s Last Initi e ’s Last Initi e ’s Last Initi e
Name al Initia Name al Initia Name al Initia Name al Initia
l l l l

Author5’ First Middl Author6’ First Middl (Publicatio Boo Place of Publishe
s Last Initia e s Last Initia e n Date) k Publication r
Name l Initial Name l Initial Title :
Initial

Scholarly Journal Article – Internet

Example Scholarly Journal: Godlowska, 2016. Plant growth biostimulants based

on different methods of seaweed extraction with water . Hindawi Publishing
Corporation BioMed Research International Volume 2016, Article ID 5973760,
11 pages http://dx.doi.org/10.1155/2016/5973760
Aut Fir Mi (Publi Art Magazine DO
hor st ddl cation icle /Scholarl I
Las Ini e date) Titl y Journal or
t tia Init e Title Art
Na ial icle
l
me UR
L

Encyclopedia Article - Internet

Example: Chulz, H. K. (2015). Phytoremediation. Encyclopedia Britannica.
Retrieved from https://www.britannica.com/science/phytoremediation

Author Last First Initial (Publication Article Title Encyclopedia URL

Name date) if given Title

24
 Lesson Standard Styles in
Review of Related
3 Literature, Citation, or
References
The ethical standards of research establish the values and expectations of a
research so that information generated is written accurately and appropriately in
accordance to the highest moral principles of research. These ethical standards are
governed by core values of integrity, confidentiality, anonymity, and privacy through
informed consent, voluntary participation, beneficence, justice, and rights to review.
It is important to adhere to ethical principles in order to protect the dignity, rights and
welfare of research participants. These principles are honesty, integrity,
trustworthiness, openness, carefulness, respect for intellectual property, and social
and legal responsibility. This lesson introduces you to the ethical standards of
research before, during, and after the conduct of study, conflicts that might arise while
carrying out the research, and possible solutions to address it.

What’s In

In the previous lessons, you learned the different manners and styles of
referencing, or giving credit to owners of ideas borrowed within the span of
research. Such referencing acts will make your study reliable and acceptable in
25
 the research community once evaluated by an ethics review committee which sets
out the standards for research in each forum or platform where you share and
present your study. This part will also give you an idea about the researcher’s
responsibilities towards participants or respondents, common difficulties in the
conduct of research, possible solutions to answer it or minimize risks, conflicting
values, and other ethical issues that might engulfed the research process.

What’s New

During the conduct of research, common difficulties may arise that will greatly
affect the result of your research. As a researcher, one must be adept enough to
foresee possible challenges to your research so that it will be resolved sooner.
Below is a summary of difficulties, challenges, and / or issues you may
encounter.

1. Unavailability of respondents

2. Non-cooperation or refusal of respondents to answer questions

3. Failure of respondents to remember data or give honest responses

4. Delayed or failure in returning questionnaires with responses

5. Incomplete documents and records

6. Unscientific data

7. No local data are available

8. Lacking instruments

9. Communication problems

10. Funds are tight

Activity: Situational Analysis

Directions: Choose three from the above summary of difficulties and try
resolving the conflict by filling-in the boxes below. An example is provided in
each box.
Identify the Facts

26
 Issue Principle in Conflict Options / Solutions

s / Challenges

Example: Unavailability Voluntary participation Write a letter in advance

of respondents to the head of office of
your sampling area,
asking permission to
conduct a survey.
Provide a letter of
consent of the
respondents
1.

2.

3.

27
 What is It

Acknowledging or recognizing the owners of any form of

knowledge that you intend to include in your research is a cardinal principal in
research. This will not only show honesty and courtesy but also indicates
appreciation to their contribution. (Hammersely 2013)

The following are terms used to express appreciation or recognition of people’s

ownership of borrowed ideas. (Sharp 2012):

1. Acknowledgement – beginning portion of the work that identifies individuals

who have contributed something to produce the paper

2. References or Bibliography – complete list of all reading materials, including

books, journals, periodicals, etc. from where the borrowed ideas came from

3. Citation or In-text Citation – references within the man body of the text,
specifically in Review of Related Literature

Citation and Citation style

Citation is giving of credit to individuals for their creative and intellectual

works that you utilized to support your research. This can also be used to find
particular sources and combat plagiarism.

A citation typically includes the author's name, date, location of the

publishing company, journal title, or DOI (Digital Object Identifier).

A citation style tells the information necessary for a citation and how the
information is arranged, as well as punctuation and other formatting.

There are many different ways of citing resources from your research. The
citation style use depends on the academic discipline involved.

 APA (American Psychological Association)

28
 - is used by Education, Psychology, and Sciences
 MLA (Modern Language Association) style

- is used by the Humanities  Chicago/Turabian

style

- is generally used by Business, History, and the

Fine Arts

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 improve 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
Way of citing or referring to the author by using active verbs like claim, assert,
state, etc. Using these types of verbs somehow expresses the author’s mental
position, attitude, stand or opinion in relation to the information referred to.
Examples of Integral Citation:
APA MLA

One study by Manalo (2015) reveals… One study by (Manalo 70)

The latest work by (Lee, 2015) asserts… The latest work by (Lee 123)

According to Abad et al. (2015) context is… According to (Abad et al.:54)

29
 2. Non-integral Citation
This citation style downplays any strength of the writer’s personal characteristics.
Stress is given to the piece of information rather than to the owner of the ideas.
Examples of Non-integral Citation:
The Code of Ethics for Intercultural Competence give four ways by which people
from different cultural background can harmoniously relate themselves with one
another. (De la Cruz, 2015)

Knowledge is one component of not only Systemic 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)

Patterns of Citation

1. Summary – the shortened the version of the original text that is express
in your own language.

2. Paraphrase – in this pattern of citation, instead of shortening the

version of the original text, you explain what the text means to you
using your own words.

3. Short Direct Quotation – you can quote or repeat writing certain part
of author’s sentence, the whole sentence or several sentences not
exceeding forty (40) words.

4. Long Direct Quotation – this citation patterns, allow you to copy the
author’s exact words or sentence, from 40 to one hundred 100 words
only. Under APA style, the limit is eight lines and placed it in the middle
of the page with no indentation, the copied lines look like they compose
a stanza in a poem.
5. Tense of verbs for reporting – reporting author’s ideas using active
verbs are effective words to use. Presents their ideas in any of these
tenses: Past, present and present-perfect tense.

Example:

30
 Present tense – Ramos explains….
Paste tense – Ramos explained….
Present perfect tense – Ramos has explained…

Plagiarism

Plagiarism is an act of quoting or copying the exact words of the writer and
passing the quoted words off as your own words. The leading act of plagiarism is
using the words of the original text in expressing your understanding of the
reading material. The right way to avoid plagiarism is to express the borrowed
ideas in your own words. (Ransome 2013)

ETHICAL STANDARDS IN WRITING

In writing the literature review, researchers must follow a set of ethical standards
or guidelines. Following the guidelines ensure credibility, academic honesty, and
integrity among researchers.

1. Always acknowledge the source of information, whether it is a primary

or secondary source.

2. Recognize the ideas, theories, and original conceptualizations of others.

3. Be critical in the studies you will include in the literature review.

What’s More

Directions: Analyze and do two things about each sentence or paragraph. First,
identify the citation style used; second, comment on the accuracy of each text
based on what you have learned about in-text citation. Write your answers on a
separate sheet of paper.

1. Many gave their comments about the medicinal powers of Ampalaya. For
instance, the latest study by Santos and Gomez revealed that the juice of this
vegetable can be a good cure against diabetes.

31
______________________________________________________________________________
______________________________________________________________________________
2. De Jesus and Roces felt that one research study by (Collanto and Fernandez

p. 88) and Vallejo, 2015 validated Meneses findings on the Ebola virus.
______________________________________________________________________________
______________________________________________________________________________
3. A number of medicinal plants can be found in one’s family’s backyard. Fruit
trees like santol, mango, guava, tamarind, atis, and guyabano, among others,
grow robustly in any spacious area in a yard. Needing no regular watering, these
plants always make themselves available to people believing in their medicinal
qualities. (Rafael Corpuz)

______________________________________________________________________________
______________________________________________________________________________
4. One study by Laguardia (2015) has identified the seven components of
Intercultural competence that according to Florentino (2015, p. 45) are likewise
the leading elements of one “contemporary language theory called Systematic

Functional Grammar.”
______________________________________________________________________________
______________________________________________________________________________

What I Have Learned

Summarize what you have learned in this lesson by supplying the

keywords missing in the paragraph.

The standard ethics for research is governed by the core values such as

(1)_________, confidentiality, (2)_________, (3)________ that is evident by

(4)_________, (5)_________, (6)_________, (7)_________, and right to review. It is
strengthened by principles narrated as follows: honesty, (8) _______,

32
trustworthiness, openness, carefulness, respect for (9)_______ property, and
social and (10) ________responsibility. Once research ethics are not tagged, it may
give rise to scientific misconduct. For example, are falsification and fabrication of
data, (11) ________, and non-publication of data. To avoid these mishaps, the
following are required by the Ethics (12) ________ Committee: (in any order)

Research Abstracts, Human Participants Form, Student Checklist, Risk

(13)________ form, Parents
(14) ________ Form, Research Plan, and Research (15) _________.

What I Can Do

Continuing your research of interest, consider yourself as a researcher

following the ethical standards of research. Construct a letter for your target
participants, stating your agreement and their rights as respondents of your
study. Write your letter of informed consent in a separate paper. Below is an
example.

September 30, 2019

The Respondent

Dear Sir/Ma’am:
The undersigned is a Grade 11 student taking Practical Research I. As a
requirement, I am conducting a research entitled “Student Satisfaction on Food
Services Provided by the School Canteens of SQNHS”

In connection with this, I am asking for your time, and voluntary effort to
answer the questionnaire that are important for the completion of the study. Rest
assured that all data gathered from you will be kept in the highest level of
confidentiality. Your positive response will be valuable contribution for the

33
 success of the study and will be highly appreciated. Thank you very much for
your cooperation.

Sincerely yours,
Juan Dela Cruz

Assessment

Multiple Choices: Choose the best answer. Write the letter of your choice on a separate
sheet of paper.

1. Which is NOT a statement about making a Literature review?

A. Concerned with adding new knowledge

B. A bibliography is necessary in a literature review

C. A good literature review uses clear line of argument

D. Researchers follow referencing styles

2. What is the difference between APA and MLA format?

A. Use in citing a reference. C. Follows a set of rules for formatting B. MLA

is easier than APA D. The way the citations are formatted

3. What does APA mean?

A. Association Psychological of America

B. America Psychological Association

C. American Psychological Association

D. American Physiological Association

4. It is taken from books or studies that were tested and proven so many times over a
long period of time.

A. Reviewer B. Review of lesson C. Review of literature D. Synthesis

34
5. What are the three main components consistent across literature reviews?

A. Introduction, Body, Summary

B. Introduction, Body and Conclusion

C. Introduction, Data collected, Summary

D. Introduction, Question, Recommendation

6. A systematic review of related literature follows a certain __________.

A. theory B. method C. instruction D. model

7. Which of the following is NOT an example of an ethical research?

A. Protect confidential communications

B. Strive to promote social good and mitigate social harms through research

C. Honor patents, copyrights, and other forms of intellectual property

D. Manipulate the arguments in order to enhance your research

8. What should be included in a literature review?

A. A review of the area being researched

B. The review provides a description, summary and evaluation of each source.

C. Describes the broad philosophical underpinning to your chosen research

methods

D. None of the above

9. Which of the following is cited correctly in APA style?

A. H. M. Dietel and P. J. Dietel (C How to Program) define pointers as "variables

that contain as their values addresses of other variables" (p. 294).

B. H. M. Dietel and P. J. Dietel (1999) define pointers as "variables that contain

as their values addresses of other variables" (p. 294).

C. H. M. Dietel and P. J. Dietel define pointers as "variables that contain as their

values addresses of other variables" (1999, p. 294).

D. None of the above

10. The following example of an APA in-text citation is incorrectly formatted,

because
_______. (Giugovaz 2008 p. 2)

A. the citation is missing commas to separate the elements

35
 B. the citation is missing the author’s first name

C. the citation is missing the title of the work

D. None of the above.

11. Being honest, truthful, and grateful in doing the review of related literature is
practicing ____________.

A. smartness B. cut-and-paste C. ethics D. individualism

12. Plagiarism can be avoided by:

A. Copying the work of others accurately

B. Paraphrasing the author’s text in your own words

C. Cut and pasting from the Internet

D. Quoting directly without revealing the source

13. Annabelle is planning a qualitative study regarding intermediate mathematics

classrooms. Which of the following is most likely be the primary source data for her
study?

A. Standardized test scores.

B. Instructional materials published by a textbook company.

C. Observations of an intermediate class using manipulative.

D. A large-scale teacher survey that addresses how teachers use manipulative.

14. A review of the literature prior to formulating research questions allows the
researcher

A. to become familiar with prior research on the phenomenon of interest

B. to identify potential methodological problems in the research area

C. to develop a list of pertinent problems relative to the phenomenon of interest

D. All of the above

15. For all paraphrased and summarized content, the citation must include

A. Author(s)’ last name(s) and the date of publication

B. Title of the document and the author(s)’ last name(s)

C. The date of publication and page or paragraph number

36
 D. Author(s)’ last name(s) and the page or paragraph number

16. Paraphrasing too closely to the original text, even if you do credit the source,
is still considered as plagiarism because:

A. By changing a few words or the order of the original words, you have changed
the author's exact words.

B. By not providing the exact words of the author in their entirety, you are
attributing to the author some words that he/she did not write.

C. You must never use the words of others when you are using their ideas.

D. You have failed to indicate, by means of direct quotation marks, which are the
exact words of the original.

17. A systematic literature review is:

A. one which generates a literature review using a treasure hunt system.

B. a replicable, scientific, and transparent process.

C. one which gives equal attention to the principal contributors to the area.

D. a manufactured system for generating literature reviews tailored to your

subject.

18. You're doing a paper on death and dying and in the course of your research
you have talked to a family friend whose child recently died. You want to include
something she said to you, although it is not a quotation. Do you have to reference this,
and if so, how would you do it?

A. Put a parenthetical note as follows: (J. Doe, personal communication, April 1,

2004), but do not put it into the reference list.

B. Since no one could check on this, and you are really putting it into your own
words, it is not necessary to cite it at all.

C. It is enough to mention in your text that a friend had experienced this

situation.

D. None of the above.

37
19. Paraphrasing too closely to the original text, even if you do credit the source,
is still considered as plagiarism because:

A. By changing a few words or the order of the original words, you have changed
the author's exact words.

B. Omitting references when you are in doubt whether you need to reference ideas
or information.

C. Integrating quotes and ideas into the text so that they fit in with your own
words in a seamless web and varying the way you introduce your references to the
original sources.

D. Both a and c.

20. The benefits of using citation and the appropriate style are:

A. You are providing hard evidence or expert witnesses to support your argument.

B. You let your reader know that you are working within the academic tradition.

C. You avoid charges of plagiarism.

D. All of the above

38
 Additional Activities

Directions: In the video, you will be provided additional tips in writing a literature
review. You will need your cell phone or laptop with a Wi-Fi connection or internet
data to access the following link:

https://www.youtube.com/watch?v=zIYC6zG265E

See the picture below.

39
References

Baraceros, E.L. (2016). Practical Research 2. Quezon City, Rex Printing

Company, Inc.

Citing Sources. Retrieved April 27, 2020 from

http://libguides.wpi.edu/c.php?g=355469&p=7533997

Citation Styles. Retrieved April 27, 2020 from

https://pitt.libguides.com/citationhelp

Citing References. Retrieved April 27, 2020

fromhttps://www.coursehero.com/file/33475422/Citingreferencespptx/

Introduction to Literature Reviews. Retrieved April 25, 2020 from

https://www.monash.edu/rlo/graduate-research-writing/writethe
thesis/introduction-literature-reviews

Understanding a Literature Review. Retrieved April 25, 2020 from

http://libguides.wpi.edu/c.php?g=355469&p=2396739

40