CULMINATING PERFORMANCE TASK

Task: Systematic Review of Literature through Repertory Grid (RepGrid) Analysis

Learning Objectives: 1. To select, cite and synthesize related literature.

2. To identify research gap (macro-level synthesis).
Description:

This project requires students to read and analyze peer-reviewed articles which is a crucial part in the process of writing a research
paper. Literature review serves as the initial step in doing a research. Using a repertory grid, students will analyze and evaluate data.
Thereafter, they will synthesize the data by identifying research gap. Synthesizing involves examining and consolidating several
articles that talk about related topics.

Consideration:
● Students are provided with gathered literatures or articles by the teachers.
● Students are also provided with a repertory grid and synthesis matrix.

Guidelines:
a. Read the given articles as your guide for your literature review. Pay further attention to its structural features. Analyze the
data asked for in the repertory grid and complete the required data as necessary.

b. In writing a synthesis for Review of Related Literature, a synthesis matrix will be of great help. The main ideas 1 are those
related or similar to those ideas presented in the paper whereas the main ideas 2 are those ideas opposed or not related to
those ideas presented in the paper. For more guidelines in doing synthesis, refer to Module 4, Topic 1.

c. Using the outline for synthesis discussed in module 4, write your synthesis about the literature review. Make sure to identify
research gap and specify this.

d. Print your work on a short bond paper. Follow the format below.
⮚ Font: Arial 11
⮚ Margin: Narrow
e. Refer to the following tools for this task.
A. Repertory Grid Analysis

Title of the Research Research Research Variables Included

Study/Author/Publisher/Year Problem Objectives Approach/Methods/Design
of Publication
1 Why do Electric Conversations What is the To examine the Qualitative
Seem Less Polite? The Costs extent of effect of alignment process by
and benefits of Hedging the different looking at the use of Discourse Analysis Attitude towards
affordances of hedges and other typing
Susan E. Brennan, Justin O the two media in devices and to see Collaborative Remembering
Ohaeri the grounding in how this may differ
communication? between face-to-face
WACC, 1999 and electronic
conversations
2 Understanding the Early What factors To learn about the Qualitative and Quantitative Key factors towards
Adjustment Experiences of influence factors influencing adjustment
Undergraduate Distance students' distance learning
Education Students in South distance learning adjustment
Africa adjustment experiences of South
experiences? African
Dr Jenna Mittelmeier, Dr undergraduate
Jekaterina Rogaten, Dr Dianne distance education
Long, Dr Mwazvita Dalu, Prof students
Ashley Gunter, Prof Paul
Prinsloo, and Prof Bart
Rienties
International Review of
Research in Open and
Distributed Learning, 209

3 The Influence of Personality What Effects Do To see if distance Quantitative distance learning
and Chronotype on Distance Personality and learning willingness willingness and
Learning Willingness and Chronotype Have and anxiety are Pearson correlation distance learning
Anxiety among Vocational on Vocational related to age, coefficients and MANOVA anxiety towards age,
High School Students in High School gender, occupation, gender, occupation,
 Turkey Students' chronotype, and chronotype and
Distance personality in a personality
mehmet barış Horzum, Learning sample of Turkish
Christian Vollmer, Christoph Willingness and vocational high
Randler Anxiety? school students.

International Review of
Research in Open and
Distance Learning · December
2014

4 SHOULD I STAY, OR to understand the Qualitative

SHOULD I GO? REVISITING reasons and factors
STUDENT RETENTION that lead to the Conceptual and Theoretical
MODELS IN DISTANCE discontinuation of an
EDUCATION educational program

Dr. Marko RADOVAN

Turkish Online Journal of
Distance Education-TOJDE
July 2019
5 Barriers to Learning in What are the To find out the Literature Review Issues that occur with
Distance Education, Galusha problems and problems and barriers distance education,
barriers that that students face Teachers that are
Jill M., University of Southern students face through learning in used to teaching 18-
Mississippi, through learning distance education 22 year olds
in distance with a set of factors.
1998 education?
6 CONNECTING MULTIPLE How can the To find out the ways Theoretical, Pedagogical Distance learning,
INTELLIGENCES THROUGH learners the learners can multiple intelligences,
OPEN AND DISTANCE overcome the overcome the knowledge, open
LEARNING: GOING limitations of limitations of physicl learning, pedagogical
 TOWARDS A COLLECTIVE physical distance distance and the time practices, cognitive
INTELLIGENCE?, and the time to to learn with the use understanding
Vieira, Leandro Mauricio learn with the of flexible learning.
Medeiros use of flexible
Ferasso, Marcos learning?
Schröeder, Christine da Silva
2014
7 PERCEPTIONS OF What is the To find out and Comparative, Integration Integration based on
DISTANCE LEARNING: A students' examine the students' learner
COMPARISON OF ONLINE perceptions of perceptions of characteristics, course
AND TRADITIONAL integrating online integrating online content, and learning
LEARNING components in components in two context
Hannay, Maureen two undergraduate
Newvine, Tracy undergraduate business courses
MERLOT Journal of Online business courses where students
Learning and Teaching where students completed online
2006 completed online learning modules
learning modules prior to class
prior to class discussion.
discussion?
8 Distance Learning-- How will the To find out how the Critical Analysis Purpose of distance
Predictions and Possibilities, distance learning distance learning will learning, innovations
Traxler, John adapt and adopt adapt and adopt in educational
University of Wolverhamptopn initiative and initiative and ideas technology relevant to
2018 ideas within the within the educational distance learning,
educational technology. universities
technology?

Title of the Major Salient Findings Recommendations Limitations of

Study/Author/Publisher/Year Constructs/Concepts for further the Study
of Publication investigation
1 Why do Electronic Hedges allow a speaker to -Most people find it Analysis of the All the
Conversations Seem Less take a provisional stance easier to talk than to difference between participants are
Polite? The Costs and Benefits toward the utterance. type. single-user and paired native speakers
of Hedging -The groups performed sessions of English.
Hedges appear to signal a equally well on the task
speaker’s level of of recalling the story
commitment to an regardless of the
utterance. communication.
-The face-to-face group
used more hedges than
those who used the
electronic medium.
-Electronic groups that
were not averse to
typing produced
hedges at a greater
rate than those who
typed less, approaching
the rates of hedges by
speakers in the face-to-
face group.
2 Understanding the Early A negative correlation Focus on the students Only recognized
Adjustment Experiences of between social adjustment -A negative in other fields to the students in
Undergraduate Distance and access to resources correlation between broaden the the STEM field for
Education Students in South because distance learning gender and emotional perspective even their sample.
Africa had a moderating effect for adjustment in whereas, more.
Dr Jenna Mittelmeier, Dr issues like race and women are less likely
Jekaterina Rogaten, Dr Dianne language. to ponder positively on
Long, Dr Mwazvita Dalu, Prof their emotional
Ashley Gunter, Prof Paul adjustment
Prinsloo, and Prof Bart experiences.
Rienties - A relationship
International Review of between race and
Research in Open and adjustment, the black
Distributed Learning, 2009 African students are
more inclined to reflect
 positively on their social
adjustment and
attachment to the
university compared to
students from other
racial groups.
- A weak and
negative correlation
between language and
all four adjustment
categories
3 The Influence of Personality Because of their personal - Age was also Conduct the research Only used
and Chronotype on Distance lives, Distance Learning associated with anxiety. with high schoolers or quantitative
Learning Willingness and might be more preferable - The anxiety secondary schools instruments and
Anxiety among Vocational to make their time flexible. may result from older and obtain qualitative the participants
High School Students in students' lack of methods. were VOHS
Turkey technological skills. students.
mehmet barış Horzum,
Christian Vollmer, Christoph
Randler
International Review of
Research in Open and
Distance Learning • December
2014
4 SHOULD I STAY, OR - Online ice-breakers can - The presented models Conduct a wider study It is outdated.
SHOULD I GO? REVISITING be an appropriate method are interactive and yet to understand better
STUDENT RETENTION to achieve such various factors on how issues can be
MODELS IN DISTANCE communication. influence student resolved within the
EDUCATION - Participation in retention, including field of distance
Dr. Marko RADOVAN distance education usually perception of learning education.
Turkish Online Journal of requires more motivation experiences and
Distance Education-TOJDE and effort. relationships.
July 2019 - The dropout
rate may be reduced by
providing an efficient
counseling.
5 Barriers to Learning in Many believe that distance There was no Testing methods to let The objective
Distance Education, Galusha, courses are inferior to the difference between the distance students testing does not
Jill M., University of Southern traditional courses because distance and internal test interactively. reward soon
Mississippi, 1998 not all distance courses students in the enough for such
use the internet. proportions of students adequate
in each grade category reinforcement.
(Harden et al, 1994)
6 CONNECTING MULTIPLE This was not only about Comprehension can - The final questions The materials
INTELLIGENCES THROUGH distance learning but also not be quantified be answered as the were not recent
OPEN AND DISTANCE the possibility of widening because it only research be finally and there were
LEARNING: GOING the reaches of education. happens in the human concluded. rather more
TOWARDS A COLLECTIVE consciousness so the - The questions than
INTELLIGENCE?, no communication type qualitative method to answers being
Vieira, Leandro Mauricio of technique carries the be applied for provided.
Medeiros comprehension in itself. furthermore findings.
Ferasso, Marcos
Schröeder, Christine da Silva
2014
7 PERCEPTIONS OF The students who chose The students who To expand the range The sample was
DISTANCE LEARNING: A Distance Learning are far choose Distance of the respondents to relatively small
COMPARISON OF ONLINE more self-disciplined and Learning may have be able to produce and the study is
AND TRADITIONAL self-motivated because higher growth and need more information and more likely to
LEARNING they are expected to work of strength which concluded experience
Hannay, Maureen more independently in their thereby react more observations. shortcomings in
Newvine, Tracy classes and outputs. positively to the the near future.
MERLOT Journal of Online enriched learning
Learning and Teaching environment because
2006 of the vast majority of
students that was
reported to attain such
high grades.
8 Distance Learning-- The success, survival or The overall impact on To have the providers, There was no
Predictions and Possibilities, transformation of distance distance learning is funders, managers, definite
Traxler, John learning may depend on its likely to slow, indirect, and trainers to be a conclusion for the
University of Wolverhamptopn capacity to align, haphazard and part of it in order to study has only
2018 appropriate or co-opt any undocumented but the attain a practical provided an
 of the other trends or reports all bear out the conclusion. abstract solution.
technologies evolving in early observation about
the educational technology privatisation,
spaces of practice and massification and
policy. internationalisation.
B. Synthesis Matrix

AUTHOR/PROPONENT MAIN IDEA 1 MAIN IDEA2

1. Susan E. Brennan, Justin O Ohaeri Hedges allow a speaker to take a Hedges appear to signal a speaker’s
provisional stance toward the utterance. level of commitment to an utterance.

2. Dr Jenna Mittelmeier, Dr Jekaterina A negative correlation between social N/A

Rogaten, Dr Dianne Long, Dr Mwazvita adjustment and access to resources
Dalu, Prof Ashley Gunter, Prof Paul because distance learning had a
Prinsloo, and Prof Bart Rienties moderating effect for issues like race
and language.

3. mehmet barış Horzum, Christian Vollmer, Distance Learning is preferable for Personal Lives affect their learning
Christoph Randler everyone to be able to have a flexible choice.
time.

4. Dr. Marko RADOVAN Participation in distance education Online ice-breakers can be an

usually requires more motivation and appropriate method to achieve such
effort. communication.
5. Jill M Many believe that distance courses are
inferior to the traditional courses
because not all distance courses use the
internet.
6. Vieira, Leandro Mauricio Medeiros This was not only about distance
learning but also the possibility of
 Ferasso, Marcos widening the reaches of education.
Schröeder, Christine da Silva

7. Hannay, Maureen The students who chose Distance

Learning are far more self-disciplined
Newvine, Tracy
and self-motivated because they are
expected to work more independently in
their classes and outputs.

8. Traxler, John
The success, survival or transformation
of distance learning may depend on its
capacity to align, appropriate or co-opt
any of the other trends or technologies
evolving in the educational technology
spaces of practice and policy.

C. Writing Proper: Synthesis (In paragraph form, following the outline given in module 4, topic 1)

The following studies and authors in the tables gave us ideas about online world, living style, learning styles, and
many more. We have A and B tables that shows the author’s proposed researches, the year that the study was made, the
objectives, main ideas and many more.

The first study by Susan E Brennan and Justin O Ohaeri in 1999 tackles about why do electric conversations seem
less polite? The costs and benefits of Hedging. Hedges allow a speaker to take a provisional stance toward the utterance.
The second study by Dr Jenna Mittelmeier, Dr Jekaterina Rogaten, Dr Dianne Long, Dr Mwazvita Dalu, Prof Ashley Gunter,
Prof Paul Prinsloo, and Prof Bart Rienties tackles about understanding the early adjustment experiences of undergraduate
distance education students in South Africa. The third study about The Influence of Personality and Chronotype on Distance
Learning Willingness and Anxiety among Vocational High School Students in Turkey was proposed by mehmet barış Horzum,
Christian Vollmer, Christoph Randler in the year 2014. It mostly tackles about Influences of personality on distance learning
and anxiety on vocational high school students in Turkey. The fourth study was proposed by Dr. Marko RADOVAN and
entitled, should I stay or should I go? Revisiting student retention models in distance education, in the year 2019. The fifth
study tackles about barriers to learning in distance education proposed by Jill M. in the University of Mississippi in the year
1998, the title itself already states the main idea of the entire study. The sixth study was proposed by Vieira, Leandro Mauricio
Medeiros, Ferassco, Marcos and Schroeder, Christine da Silva in the year 2014 which tackles about connecting multiple
intelligences through open and distance learning: going towards a collective intelligence? The seventh study was proposed by
Hannay, Maureen and Newvine, Tracy in the year 2006 entitled perceptions of distance learning: A comparison of online and
traditional learning that tackles about the difference and similarities of online and the traditional learning system in all schools.
The eight-study entitled Distance learning—predictions and possibilities proposed by Traxler, John in the year 2018.
The following studies on tables A and B we’re proposed by foreign countries but all tackles the same focus which is
about online learning, the adjustments made for the students and teachers to cope up with the new learning systems and also
the common or more complex problems in the society especially in the learning industry.