Practical Research 1

Quarter 1 – Module 3:
Rationale of the Study
Week 4

Introduction

This module is designed to let you understand different reasons for conducting research. As usual, there
should always be a purpose or motive in anything that you do. As a senior high school student, you need to
know the value of research in your field of specialization so you can justify the need to conduct a study.

Learning Objectives
At the end of this module, you are expected to learn the following competency:

1. provide the justifications/reasons for conducting research

Lesson
1 Rationale of the Study

In the previous lessons, you already designed a research project related to daily life and eventually
created your own research title for your proposed study in your area of interest or field of specialization. Now,
1|Page
you have to start conceptualizing the contents of your research paper by rooting from the reasons why you need
to conduct a study about it. Take note that it is necessary to be rational in everything that you do in research, or
else it might be a waste of time and effort.

In this lesson, you will learn about the rationale of the study. It is one of the major components in the
introductory part of your research paper. With this, let us first define what rationale is. According to Merriam-
Webster, a rationale is:
1 : an explanation of controlling principles of opinion, belief, practice, or phenomena
2 : an underlying reason : basis

In the context of research writing, a rationale pertains to the reasons why the study must be conducted.
Such justification is provided by the researcher to highlight the significant points of the problem to be addressed
in the study. Now that you already have a glimpse of what rationale is, let us dig deeper on how it is used in
research.

Rationale of the Study

As a student-researcher, you have to determine the sense of all the things you plan to do in your
proposed study. Consider the following questions:

Is there a need to conduct a study about your chosen research topic?

Does it pose a significant research problem?
Does it matter to your academic discipline?

If your answers in the previously asked questions are ‘Yes’, then that can be a good starting point for
establishing the rationale of your study. Research justification is considered as the initial step in writing a
research paper. This step involves the skill on how the researcher will provide the readers with critical
background or contextual information that introduces the research topic. Moreover, it needs to indicate the
reasons why the proposed research actually matters. In doing so, the researcher must be able to get the
audience's attention right from the introduction.

How to Write the Rationale of the Study

The rationale of the study must contain the following components:

1. Existing Literature
- a background on what researches have already been done about the given subject.

2. Relevance to Local/Global Context

- situational interconnectedness of individuals or things in varying perspectives.

3. Critical Background/Contextual Information

2|Page
 - circumstances forming a background of an event, idea or subject, that enables the readers to
understand the nature of the problem.

4. Research Gap
- problems, issues or questions that have not been addressed or are yet to be understood
5. Proof of Urgency
- an urgent need to solve the existing problem.

6. Research Goal/Objective
- the purpose why there is a need for the proposed study to be conducted.

Here are some questions to be considered in presenting justifications:

➢ Why is this research important?
➢ What real life or everyday problem, issue, or question does the research relate to?
➢ Can people relate to the problem in local or global context?
➢ What benefit does the research promise?
➢ Are the units of analysis and observation clearly identified?
➢ What does the researcher hope to find out?
➢ What was wrong or incomplete about prior efforts already conducted?
➢ Does the research extend understanding of the phenomena being investigated?
➢ Does it elaborate or fill in the gaps in the present knowledge?
➢ What is the research ultimately trying to achieve?

Now, read and study the following sample of Rationale of the Study

The Educated Citizen: Cultural and Gender Capital in the Schooling of Aetas’ Children in the
Municipality of Janiuay (Moralista & Delariarte, 2014)

Republic Act No. 8371 is an act to recognize, protect and promote the rights of indigenous cultural
communities/indigenous peoples, created a National Commission on Indigenous Peoples, established
implementing mechanisms, appropriated funds therefore, and for other purposes (Enacted by the Senate and
House of Representatives of the Philippines in Congress, 1997). This Act is known as "The Indigenous Peoples
Rights Act of 1997." The State shall recognize and promote all the rights of Indigenous Cultural
Communities/Indigenous Peoples (ICCs/IPs) as enumerated within the framework of the Constitution. Toward
these ends, the State shall institute and establish the necessary mechanisms to enforce and guarantee the
realization of these rights, taking into consideration their customs, traditions, values, beliefs, interests and
institutions, and to adopt and implement measures to protect their rights to their ancestral domains (Republic of
the Philippines Congress of the Philippines Third Regular Session. No. 1728; H. No. 9125, 1997). The State
recognizes its obligations to respond to the strong expression of the ICCs/IPs for cultural integrity by assuring
maximum ICC/IP participation in the direction of education, health, as well as other services of ICCs/IPs, in
order to render such services more responsive to the needs and desires of these communities. The UN
Declaration of Human Rights especially on education and the 1987 Constitution of the Republic the Philippines
are among the foundations on which this study was anchored. As educators, the researchers are curious about
the plight of the Aetas, their hopes and how they see education in relation to their own indigenous culture. This
study aims to understand the cultural practices of Aetas’ children in the Municipality of Janiuay; to investigate
the gender capital in the schooling of Etas’ children in the Municipality of Janiuay; to determine the Aetas’ role
in preserving their cultural practices as influence. Here is another sample of Rationale of the Study for you to
have a simpler idea on how to make one. It is labelled with the components that you need to include in
3|Page
justifying the reasons for conducting your proposed study. You can use this as a guide in composing your write-
up for your own rationale.

Activity 1. Read and analyze the following research topics. Provide at least three possible reasons why each
study must be conducted. You may support your answer by citing researched information from reputable
sources. Use the given outline below and write it on your notebook.
A. Depression
1.
2.
3.
B. Corona Virus Disease (CoViD-19)
1.
2.
3.

Activity 2. Read and analyze the given rationale of the study. Then, answer the questions that follow. Write
your answers on your notebook.

Education during COVID-19 Era: Are Learners in a Less-Economically

Developed Country Ready for E-Learning?
(Alipio, 2020)

The Coronavirus-2019 (COVID-19) pandemic remains a compelling issue destabilizing not just the
economy, but also the education in most parts of the world, especially the less economically developed
countries. As of April 25, 2020, 2,833,961 confirmed cases with 197,368 deaths were reported affecting 210
4|Page
countries and territories around the world and 2 international conveyances.
Geographical variation of case severity was observed with less economically developed countries
anecdotally being reported to suffer the most due to poverty and low testing capacity. The Philippines, one of
the less-economically developed countries, is a hotspot of COVID-19 case in Southeast Asia with an
accumulated total case of 7,192 and deaths of 477. Existing evidence shows that areas in the country with low
accumulated annual income had high COVID-19 cases and high case fatality rates. With the current state of
Philippine government coupled with the crippling pandemic, notable impact on economy and education has
been observed. The recent adoption of K-12 program, the transition of first K-12 completers to college, and
provision of free and inclusive education have challenged the education governing bodies in the country even
more.
In response to the rise in confirmed cases of COVID-19 in the Philippines, President Rodrigo Duterte
suspended classes at all levels in Metro Manila initially on March 9, 2020 and provided indefinite date of
resumption. Concordant with the public health emergency measures, the Department of Education issued
guidelines prohibiting public schools in areas with suspended classes from administering the final examinations
for students and instead compute the final grades of students for the academic year based on their current
academic standing. The department also advised schools in areas without suspension to immediately administer
final examinations within that week on a "staggered basis" and for teachers and students to observe social
distancing measures.
Parallel to the Department of Education, the Commission on Higher Education (CHED) advised other
institutions of higher education in the Philippines in the Philippines to implement distance education methods of
learning for its classes, such as the use of educational technology, to maximize the academic term despite the
suspensions. The commission has also advised other institutions of higher education in the Philippines to
implement distance education methods of learning for its classes, such as the use of educational technology, to
maximize the academic term despite the suspensions. Several other public and private tertiary institutions
implemented such arrangements for its classes; however, several student groups appealed to CHED to suspend
mandatory online classes in consideration of the logistical limitations and well-being of a majority of students.
With the ongoing surge of cases in the country, a possible alternative to continue education while
preventing potential infection spread, is electronic learning (e-learning). E-learning has been a common delivery
media for education in developed countries. Several developing countries like the Philippines have attempted to
embrace the new learning space; however, financial and acceptance factors remain to be a problem that would
limit its potential use. While both the supply and demand for e- learning opportunities have risen in recent
years, many professionals are beginning to question whether students are prepared to be successful in an online
learning environment. After all, the demonstrated success of students in a conventional education and training
classroom may not be an adequate predictor of success in an e-learning classroom. Drawn on the existing
pandemic and potential shift to full e-learning, this study has focused on the descriptive evaluation of readiness
of higher education Filipino students for e-learning.

Guide Questions:

1. Is the given research problem important to a senior high school student like you? Why?
_____________________________________________________________________________
_____________________________________________________________________________

2. Was the proposed study well-justified by the researcher? Why do you think so?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
3. How did the researcher provide justifications on the need to conduct the study?
_____________________________________________________________________________
_____________________________________________________________________________
5|Page
_____________________________________________________________________________
4. What was the goal of the proposed study?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

5. If you were the researcher, what other justifications would you provide aside from those given?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

Activity 3. At this point, you are heading your way on writing the content of your research paper. Remember to
use the same research topic and title based on your previous research tasks. Start drafting your rationale by
supplying the necessary information in the given template below. Write your output on your notebook.

Research Topic: ________________________________________________________________

Research Title: _________________________________________________________________

Why is your research important?

__________________________________________________________________________________________
__________________________________________________________________________________________
______________________________________________________

What real life or everyday problem, issue, or question does your research hope to address?
__________________________________________________________________________________________
__________________________________________________________________________________________
______________________________________________________

How does it relate to local or global context?

__________________________________________________________________________________________
__________________________________________________________________________________________
______________________________________________________
What is your research eventually trying to achieve?
__________________________________________________________________________________________
__________________________________________________________________________________________
______________________________________________________

Compose your draft for a simple rationale of your proposed study by using the information you have provided
above. Write it on your notebook.

Practical Research 1
6|Page
 Quarter 1 – Module 3:
The Statement of the Problem
Week 4

Introduction

This module is designed and written to help you in stating research questions related to the problem that you
would like to investigate.

Learning Objectives

At the end of the module, you are expected to:

1. state research questions.

Lesson
1
Statement of the Problem

Similar to a house which requires appropriate tools in order to be repaired, a research problem also
demands appropriate research questions in order to be answered.
As a starting student-researcher, you must recognize that one of the keys to a successful research study
is by concretizing the problem through carefully crafting its research questions. Hence, your understanding
7|Page
towards the do’s and don’ts in writing a research problem and its corresponding questions should be considered.
In this module, you will explore the kinds as well as the elements of research problem and research
questions which later help you come up with a concrete statement of the problem parallel to the study that you
are planning to conduct.

Statement of the Problem

After the researcher has clearly presented the rationale of the problem, the formulation of the targeted
and well-defined problem must follow. This well-defined problem is commonly pertained to the “Statement of
the Problem.” Stating clearly the problem can make the vagueness of the study be clarified. Further, this section
allows the researcher to present other essential elements of research undertaking such as the major variables,
objectives, and appropriate methodology.

Writing the Problem Statement in a Qualitative Research

In formulating the problem statement in a research paper, there are two types of problems which should
be considered. These are the general problem and the specific problems.

General problem pertains to the opening paragraph that gives specific details on other essential elements which
are the purpose, major variables, participants, setting, and time coverage of the study. The said elements serve
as a guide in order to properly formulate the general problem. Cristobal and Cristobal (2017) from their book
Practical Research 1 for Senior High School presented guidelines in the writing of the general problem. These
are as follows:

1. The general problem should clearly state the main task/s of the researcher.

2. The general problem should present the major variable/s related to the phenomenon to be investigated.

3. The general problem should identify the participants of the study.

4. The general problem should state the research setting as well as the time period of the study.

5. The general problem may indicate the intended output of the study such as an intervention program,
module, policies, etc.

An example of a general problem is presented below.

This study aims to determine the functions of emojis in an online communication . The study was
conducted among the different strands of grade 11 students in the senior high school department of Santa
Fe National High School during the school year 2019-2020. The result of the study was used as a basis for
proposing a learning content presentation strategy in language teaching.

to determine - main task

functions, emojis, online communication - major variables
grade 11 students - participants
8|Page
Santa Fe National High School - setting
school year 2019-2020 - time period
learning content presentation strategy - intended output

After formulating the general problem of a study, enumeration of its specific problems should follow.
Unlike the general problem which is stated in a declarative form, the specific problems are stated as questions.
These formulated questions, moreover, should all be anchored on the general problem. With this, the researcher
will be guided on how he/she will seek an answer to the problem.

In addition, the researcher must also know that a specific question to be formulated must be a
researchable question, that is, it should begin with words such as “what” and “how.” In this case, the researcher
may be able to solicit responses which can ensure detailed data necessary to the study. Non-researchable
questions, as in, those which are answerable by “yes” or “no” should be avoided. Examples of non-researchable
and researchable questions are presented below.

Non-Researchable Questions:

 Do the participants use social media platforms for their communication purposes?
 Are the participants using emojis in their online communication?
 Can the participants understand the meaning of emojis used in conversations?
 Will the emojis be used for a language content learning presentation strategy?

Researchable Questions:

 What are the most frequently used emojis by the participants in the corpus?
 What are the pragmatic functions of emojis in the corpus?
 How do multiple emojis affect the meaning of the discourse?
 What learning content presentation strategy can be proposed based on the results of the study?

Now that you have already known the considerations in stating a research problem, it is no doubt that you
may begin to concretize your study by specifying your general problem and its corresponding specific
problems/questions.

Activity 1. Identify the elements by analyzing the general problem provided below. Write your answers on
your notebook.

This study aims to describe the academic challenges faced by senior high school working students of Santa
Fe National High School. The result of the study will serve as a basis for proposing and designing effective
learning intervention program.

1. main task : _________________________

2. major variable : _________________________
3. participants : _________________________
4. setting : _________________________
5. intended output : _________________________

Activity 2. State four (4) researchable specific questions based on the general problem presented in Activity
9|Page
1. Note that your answers will be graded according to the rubric provided. Write your answers on your
notebook.

Specific question no. 1: _______________________________________________________

Specific question no. 2: _______________________________________________________
Specific question no. 3: _______________________________________________________
Specific question no. 4: _______________________________________________________

Scoring system Description

5 points All the questions are in parallel with the general problem.

4 points Three questions are in parallel with the general problem.

3 points Only two questions are in parallel with the general problem.

2 points Only one question is in parallel with the general problem.

1 point No question is in parallel with the general problem.

Activity 3. State your own research problem based on your proposed qualitative research title from the
previous module. Write your answers on your notebook.

Research Title: ________________________________________________________________

General Problem:

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Specific Problems:

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

10 | P a g e
 Practical Research 1
Quarter 1 – Module 3:
Scope and Delimitation
Week 4

Introduction

This module was designed and written with you in mind. It is here to help you master the writing scope and
delimitation. 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.

Learning Objectives
The module is divided into two lessons, namely:

• Lesson 1 – Content of Scope and Delimitation

• Lesson 2 – Writing Scope and Delimitation

11 | P a g e
 Lesson
1 Content of Scope and Delimitation

In thesis writing, there is a specific part of it that reveals, recognizes, shares and expresses the method
used, coverage, parameter, instruments, persons involved and even the protocols to follow. This is called,
“scope and delimitation”. As defined, it explains the extent or parameter of research. Likewise, it explores on
the coverage, and processes involved in the research (M. K. & Simon and Goes 2013). Practically, it declares
the choices that the researcher carried out during the research process.
On this discussion, you will be familiarized with the elements included in the scope and delimitation.
Scope and Delimitation

Scope and delimitation is an informative part of your research. It is informative because it is to where you
declare the things you have to carry out and follow through the course of research. I am sure, you are
wondering why there is a need for us to declare all of these to our readers. Likewise, you are puzzled what are
the elements of your research that are needed to be included? Well, let us deal with them one by one.
Let us first dissect “scope and delimitation”.

Scope + Delimitation

When we talk about the scope of research, it commonly refers to the depth your research area or parameters.
This includes restriction of the target population, research local, specified duration, design, procedure, and
instrument used.

1. Population –According to Majid (2018), this stands for the entire pool from which the sample is
drawn.

Consider these examples:

12 | P a g e
 a. Schools operating in Bataan (Private and Public)
b. Senior High School Students of a School
c. Grade 10 Students in a School Division
d. Tricycle Drivers operating in a Barangay
e. All Working Students in a grade level

2. Research Locale – It refers to the particular location where the study is conducted.

Consider these examples:

Santa Fe National High School Schools Division of Nueva Vizcaya
Nueva Vizcaya Region II – Cagayan Valley
Pampanga Balanga City
Limay Senior High School University of the Assumption
Barangay St. Francis II Nueva Vizcaya State University
3. Specific Duration. This stands for the exclusive time frame when the research is conducted.
Consider these examples:
May 20 to 22 2020
School Year 2020 to 2021
From 2015 to 2020
From January 2020 to May 20202
4. Research Method – This refers to the systematic plan for conducting research which includes
strategies, process, techniques, and procedures for collecting and analyzing data (MacDonald and
Headlam 2008). Here are the four (4) most commonly used qualitative designs that you can use.
a. Ethnography – If your research is about a description or investigation about customs of
individual and culture, this design can be used (Elis and Bochner 1996).
b. Phenomenology – If your research is about the commonality of lived experience within a group
of individuals or description of a particular phenomenon, this research design can be used
(Singh 2018).
c. Case Study – If your research is about an investigation of a phenomenon within the context of
real-life situation, you can use this design (Kothari 2004) .
d. Grounded Theory – If your research aims toward a development of a theory in an inductive
manner, you can use this design (VanderStoep and Johnston 2009).
5. Protocols Followed. This refers to the standard procedure, system, or rules that you follow in gathering
data. It can be the permission in the conduct of the study, communication letter to the respondents, or
agreement on the conduct of interview.
6. Data Gathering Procedure. This refers to the step-by-step procedures that you employ before and
during the data gathering.
13 | P a g e
 7. Instrument. These are measurement devices that you use in your research. It can be in a form of test,
survey, questionnaire, and the like. However, in qualitative research, you as the researcher is the
instrument, and your interview guide serve as a tool in gathering the data (Bahrami, Soleimani,
Yaghoobzadeh, & Ranjbar, 2016).
8. Data Analysis. These are the systematical processes you employ to describe or interpret your data. It
can be thematic network analysis, dendogramming, structural analysis, text analysis, and Collaizi
procedure.
On the other hand when we talk about delimitation, it refers to choices made by researcher that serves as
boundary (Simon 2011). This includes research objectives, questions, variables, theoretical objectives you
adopted, target samples, and justifications that limits the scope of the study. Commonly, research objectives,
and description of variables are mentioned while research questions are just reflected on the set objectives.
Variable are also explained and declared, as well as to the theoretical objectives of the study. On the other
hand, sampling method, target sample size, and justifications in choosing the above mentioned scope are
provided to clearly set the parameter of the study.
In some researches, instead of scope and delimitation, they use scope and limitation. The term limitation is
about the external and internal influences that researcher has no control of. They can be shortcomings,
conditions or influences that cannot be avoided due to the limitation of the study. Thus, these limitations is a
declaration of the possible influences to the result of the study.

Activity 1. Let us help Bok in organizing his scope and delimitation by categorizing the idea he is thinking.
Write whether it is objective, population, sampling, research locale, specific duration, research method,
protocols followed, data gathering procedure, instrument, or data analysis. Write your answers on your
notebook.

1
8 2

3
7

4
6
5

Activity 2. Read carefully the scope and delimitation below. Write “A” if the underlined word is population,
14 | P a g e
 “B” for research locale, “C” for specific duration, “D” for research method, “E” for protocols followed, “F”
for data gathering procedure, “G” for instrument, “H” for research objective, and “I” for data analysis. Write
your answers on your notebook.

1.
This qualitative study employed a phenomenological research design.

According to Creswell (2013), it was an approach directed to the

similarities of the lived experiences among a particular group. The main

objective was

to come up with an explanation of the nature of a particular

2
phenomenon. Moreover, Manen as cited in Finlay (2013), this research .

design started with the interest and desire of the researcher transforming

it into epistemic inquiry. Likewise, this was geared toward a broader

3
understanding of a specific phenomenon whether it was lived .
experience, event, or even a situation. Hence, this study explored
in-

depth examination of the lived experiences of novice teachers as it 4

.
unveiled their Lebenswelt (world -life) and weltanschauung (world-view)
on handling verbal bullyi ng inside the classroom. Data gathering was
delimited to one of
5
.
the integrated middle school in the province of Bataan, Philippines.

15 | P a g e
 Lesson Writing Scope and
2 Delimitation

After knowing the elements and content of scope and delimitation as part of research, you are now ready
to write your own scope and delimitation. Worry not because writing this require you to enlist the things you
will be doing and using throughout your study. Even though there is no standardized way of writing, this lesson
will share the typical way of composing your scope and delimitation. Thus, this topic will allow you to be
equipped with necessary skill for you to finish this part of your research.
You need to remember that scope and delimitation is the blueprint of your research. It needs to be
synchronized with the research gap you have established in the introduction and has to be paralleled with the
research objectives and questions you have formulated. Later in your methodology, it has to be harmonized with
the processes you will be declaring. In writing this, you just need to be precise and logical. Meaning to say, you
need to justify the information you will include on your scope and delimitation.

Writing scope and delimitation

Writing scope and delimitation does not require you extraordinary skills in writing. You just need to
have a clear picture on how you are going to do your research. Most probably, if you happened to read other
researches, you would notice they have different ways of formulating it. Some begin with the methods of
research and end with the instrument, others start with research locale and end with the declaration of the
protocols followed. However, one thing is common among them, their content are the same. Therefore, this
implies that there is no prescribed way of making it. As long as the necessary elements are declared and
briefly discussed, that is already a good scope and delimitation. It is because this part of research intends to
inform the readers about the parameter of your research.
Commonly, scope and delimitation is written in three (3) paragraphs. The first paragraph contains
methods, research design, research locale, time duration, population, sampling and class size. The second
paragraph includes the instrument used, validation and protocols followed in the conduct of the study. The last
paragraph is the declaration of data gathering and analysis. It is important that you need to provide proper
justifications of the elements you will be using. It is done through the wisdom of the experts – citation.
Before writing the first paragraph, it is advised that you must perform brainstorming of what you are
going to write. Brainstorming is just simply writing down what comes to your mind. But this time, let us
perform brainstorming by answering some question. For example you are conducting a research about the
lived experience about verbal bullying of the Persons with Disabilities (PWD) Grade 11 students in a
province, how are you going to make the scope and delimitation? Now, let us begin with the first paragraph.
Remember that the first paragraph contains methods, research design, research locale, time duration,
population, sampling and class size.

16 | P a g e
 Consider the
1st figure.

The 2nd figure

answers the 1st
figure

These are the answers that you need to know before writing your scope and delimitation. The information
would give you a clear picture of what you are going to write.
If you are going to write the information gathered, the first paragraph of the scope and delimitation will be
like this …

This qualitative research aims to explores on the lived-experiences of the PWD grade 11
students about bullying. According to Mcleod (2019) this kind of research deals with the
17 | P a g e
 description and interpretation of a phenomena based from how these became meaningful to
a person or group of people. As a phenomenological study, it determines the coping
mechanism of the said students on their distinct experience about verbal bullying. They are
selected using snow ball method. Patton (2001) defined this sampling as referral sampling
wherein it uses a small pool of initial informants to nominate other participants of the
study.

Did you notice how terms give justifications? The underlined sentences serve as your scope and delimitation.
They limit down the scope of the study.

On the second paragraph, you need to remember that it contains instrument used, validation and protocols
followed in the conduct of the study.

Consider the 3rd figure

Now, look at the 4 figure. The 4th figure

answers the 3rd
figure. If you are
going to write the
information
gathered, the
second paragraph
of the scope and
delimitation will
be like this …
In this
qualitative
research, the
researcher
serves as the
18 | P a g e
main instrument of the study (Pezalla, Pettigrew and Miller-Day, 2012). Another tool is the interview guide.
This unstructured interview guide is a researcher-made instrument based from the objectives of the study. It is
composed of five (5) questions. Objectively, interview questions are formulated to gather necessary
information about the participants’ live experience as well as their coping mechanism. It is validated by
group of experts using validation matrix to identify its appropriateness of the questions and suitability to the
research participants. Prescribed standard and necessary protocols are religiously complied to ethically follow
the norms of conducting research.
On the last paragraph, you need to remember that it contains the declaration of data gathering and
analysis.
th
Consider the 5 figure

th figure answers the 5 th

The 6 figure.

th
Now let u s write the information on the 6 figure.

In gathering data, individualized and focus group discussion is employed depending on the preference of
the participants. Because of the impossibility of personalized interview, this will be carried through social
media platforms either through Zoom app or Facebook Video Conferencing. According to Eysenbach (2019),
these platforms provided opportunities in conducting qualitative research. Likewise, because of its mass
usage, it provides potential options for this kind of study. Interviews are recorded and transcribed in
verbatim. Translations into English is accomplished through the help of an expert. Anonymity of participants
is secured likewise with the information they will provide. In analyzing the data, thematic network analysis is
employed. It is explained as a web-like illustrations that summarizes themes (Stirling, 2001). Particularly, this
19 | P a g e
study seeks to identify the salient themes through coding. This is to facilitated structuring and depiction of the
themes into an emerging main theme.

Let us put together what we have created. However, I’ll be using future tense for you to have pattern for your
thesis proposal.
Lived Experience PWD Grade 11 Students about Verbal Bullying in a Province.

This qualitative research aims to explores on the lived-experiences of the PWD grade 11 students about
bullying. According to Mcleod (2019) this kind of research deals with the description and interpretation of a
phenomena based from how these became meaningful to a person or group of people. This research will
consider all senior high school students of a province during the school year 2020-2021. They will be selected
using snow ball method. In this qualitative research, the researcher will serve as the main instrument of the
study (Pezalla, Pettigrew and Miller-Day, 2012). Another tool will be the interview guide. This unstructured
interview guide is a researcher-made instrument based from the objectives of the study. It is composed of five
(5) questions. Objectively, interview questions are formulated to gather necessary information about the
participants’ live experience as well as their coping mechanism. It is validated by group of experts using
validation matrix to identify its appropriateness of the questions and suitability to the research participants. In
gathering data, individualized or focus group discussion are employed depending on the preference of the
participants. Because of the impossibility of personalized interview, this will be carried through social media
platforms either through Zoom app or Facebook Video Conferencing.

Activity 1. In two (2) to three (3) sentences, write the first paragraph of the scope and delimitation using the
information below. Write your composition on your notebook.
*qualitative research *criterion sampling *ethnography *5 students
*Kinaragan, Duale, Limay *Aeta students
__________________________________________________________________________________

__________________________________________________________________________________
__________________________________________________________________________________

Rubrics on how you write your Scope and Delimitation

Criteria 5 4 3 2 1
The The The
The
composition is composition is composition
composition
substantially somehow is partially The
is completely
organized organized organized composition
Content organized
using 4 to 5 of using 2 to 3 of using 1 of contains no
using all the
the the the information
information information information
information
listed. listed. listed.
listed.
20 | P a g e
 The The
The The The
composition composition
composition composition composition
does not have has more
Grammar has 1 to 3 has 4 to 5 has 6 to 7
any than 8
grammatical grammatical grammatical
grammatical grammatical
errors. errors. errors.
error. errors.

Activity 2. In two (2) to three (3) sentences, write the second paragraph of the scope and delimitation using
the information below. Write your composition on your notebook.

*identity of participants *Facebook Video Conferencing

*secrecy of answer *thematic network analysis

____________________________________________________________________________
____________________________________________________________________________
Rubrics on how you write your Scope and Delimitation

Criteria 5 4 3 2 1
The
The The The
composition is composition
composition is composition is
is partially The
completely substantially somehow
organized composition
Content organized organized organized
using 1 of contains no
using all the using 3 of the using 2 of the
the information
information information information
information
listed. listed. listed.
listed.
The
The The The The
composition
composition composition composition composition
has more
Grammar any has 1 to 3 has 4 to 5 has 6 to 7
than 8
grammatical grammatical grammatical grammatical
grammatical
error. errors. errors. errors.
errors.

Activity 3. In two (2) to three (3) sentences, write the third paragraph of the scope and delimitation using the
information below. Write your composition on your notebook.

*interview guide *individualized interview *focus group

discussion *consent and Assent video *conferencing *experts’
validation
____________________________________________________________________________
____________________________________________________________________________

21 | P a g e
____________________________________________________________________________

Rubrics on how you write your Scope and Delimitation

Criteria 5 4 3 2 1
The The The
The
composition is composition composition
composition
substantially is somehow is partially The
is completely
organized organized organized composition
Content organized
using 4 to 5 of using 2 to 3 using 1 of the contains no
using all the
the of the information information
information information
information listed.
listed. listed.
listed.
The The
The The The
composition composition
composition composition composition
does not has more
Grammar has 1 to 3 has 4 to 5 has 6 to 7
have any than 8
grammatical grammatical grammatical
grammatical grammatical
errors. errors. errors.
error. errors.

Activity 4. Write the scope and delimitation of your research having three (3) paragraphs with four (4)
sentences each. Write your composition on your notebook.

Rubrics on how you write your Scope and Delimitation

Criteria 5 4 3 2 1
The scope and The scope
The scope and The scope and The scope
delimitation and
delimitation delimitation and
contains delimitation
Content contains substantially limitation
some of the contains
complete contains contains no
information. limited
information. information. information
information.
The The
The The The
composition composition
composition composition composition
does not have has more
Grammar has 1 to 3 has 4 to 5 has 6 to 7
any than 8
grammatical grammatical grammatical
grammatical grammatical
errors. errors. errors.
error. errors.

Practical Research 1
22 | P a g e
 Quarter 1 – Module 3:
Significance of the Study
Week 4

Introduction

This module is designed to let you recognize the significance of the study and identify its benefits and
beneficiaries. As a senior high school student, you need to know how you can make a valuable and
demonstrable contribution by conducting a research particularly in your chosen field of specialization.

Learning Objectives
At the end of this module, you are expected to learn the following competencies:
1. cite the benefits of research; and
2. identify the beneficiaries of research.

Lesson
1 Significance of the Study
In the previous lesson, you were oriented with the scope and delimitation of research. In this module,
you will learn about the significance of the study which encapsulates the benefits and beneficiaries of research.
Moreover, this will highlight why it is important for you to conduct a research as a senior high school student.
Significance of the Study

Cristobal and Cristobal (2017) states that research is a very noble undertaking if it makes
significant contributions to the community and to the academic field or discipline where the researcher is
affiliated with. This is basically the reason why the researcher needs to determine the relevance of their

23 | P a g e
study. It should apparently identify the purpose that the research will serve and how it will contribute to
the society, the country, the government, the institution or agency concerned, and the research community.

Under this section of the research paper, the researcher must be able to present the valuable
contribution of the study to a particular body of knowledge or area of specialization. As Cristobal and
Cristobal (2017) noted, it could be in the form of a new knowledge in the field, analysis of trends over
time, validation of other findings using different methodologies, confirmation of the major findings of
other studies, and verification of the validity of findings in a different population.

After identifying the general significance of the study, the researcher also has to determine the
beneficiaries who will directly gain from the results of the study. They may be classified as academic or
non-academic. Academic beneficiaries may include educational staff, teachers, students and researchers,
while non-academic beneficiaries may include stakeholders, policymakers, agencies and organizations.
They should be specifically listed according to the significance of the study’s results to them.

Moreover, the researcher needs to cite the particular benefits that the beneficiaries will gain from
the study. They refer to all advantages to be obtained by those directly involved especially the researchers
and research users. All of which can be manifested as demonstrable contribution of the said research to the
specialized field or to the community. Such benefits may be classified as educational, professional and
personal as shown in the table on the following page.

Benefits
❖ Learning about issues and methods in the chosen field
❖ Furthering creative and scholastic achievement
Educational
❖ Applying concepts from courses to real-life situations
❖ Sharpening problem-solving skills
❖ Exploring potential careers
❖ Learning new specialized techniques and skills
Professional
❖ Enhancing professional communication skills
❖ Networking same interests with others
❖ Building confidence and independence
Personal ❖ Promoting critical and thinking
❖ Enhancing awareness

Study the following Significance of the Study section of sample research papers:

Research Title:
24 | P a g e
 The Media’s Influence to the Millenials: Retrospecting Academic
Performance and Media Exposure (Sonsona, 2017)

25 | P a g e
 Research Title:
English Only Policy: Its Influence on Pre-Baccalaureate Maritime
Students’ English Language Proficiency (Labrador, 2019)

General Significance:
This research will determine the significant contribution of the implementation of
English Only Policy in senior high schools offering the specialized marine strand as a
preparatory stage of Pre-Maritime students for their baccalaureate degree.

Beneficiaries Benefits
1. Pre-Baccalaureate Maritime students 1. The study will help them in preparing
themselves for a
language-restricted environment in an
international marine institution.
2. The study will influence them to be globally
competitive as they aspire to become future
seafarers who will be navigating around the
world.
2. Senior high school teachers 1. The study will provide the senior high
school teachers a clear picture of the
meaningful impact of English Only Policy
in classroom instruction
2. It will enable them to integrate EOP in the
teaching-learning process that will
eventually build the confidence of students
in speaking in English.
3. Curriculum developers 1. The findings of this study may serve as a
basis for strictly implementing English
Only Policy not only for Pre-
Baccalaureate Maritime classes but also
for specialized strands that necessitate the
use of English language in their future
career.
2.It will enlighten the curriculum developers
on the effective classroom instruction that
bridges senior high school tracks and
strands to college education programs and
courses.
4. Other researchers 1. This research can be a source of another
study or can be replicated using additional

26 | P a g e
 variables in another locale or setting, or
with different respondents.
2. The findings of this study can also serve as
a conceptual framework of another
research.

Activity 1. Read and analyze the following Significance of the Study section of the given research. Then,
identify its general significance, the target beneficiaries, and the specific benefits each will receive. Use the
given template on the following page in answering this activity. Accomplish it on your notebook.

A Study of Millennial Students and their Reactive Behavior Patterns in the Online
Environment (Yonekura, 2006)

A common assumption about higher education is that the institutionhas a complete

grasp of its students’ profiles and their learning and service preferences (Oblinger, Barone
& Hawkins, 2001, p.3), and those generational differences between millennials and
previous generations are generally understood. In the last few years, many have written and
documented the essence and evolution of this generation; however, studies covering depth
and breadth in understanding the millennial generation in different contexts such as
education, workplace, and other settings are still in their infancy.
One of the few studies that have investigated this generational cohort in the context
of higher education is Paschal’s (2003) dissertation on the expectations of generation Y
students enrolled in nursing education. In this qualitative study, Paschal (2003) conducted
interviews to better understand what these students’ expectations were regarding nursing
educators, learning environment, nursing school experience, and future opportunities a
nursing education should offer.
The eldest segment of millennials is already attending and making their presence
known in colleges and universities around the nation. Parallel to this generational evolution,
online learning has reached maturity with great success and satisfaction especially for
students from previous generations for whom the Internet was a new technology.
Millennials, however, have grown up with the Internet and therefore, expect a more
sophisticated access.
Consequently, researchers and practitioners facilitating online learning should
reflect upon the implications for how current models and techniques will have to be
adjusted for those students. Employers, too, will need to adjust their practices as these
millennials graduate from college and enter the workforce.

Research Title:

General Significance:

Beneficiaries Benefits
1. 1.
27 | P a g e
 2.

2. 1.

2.

3. 1.

2.

4. 1.

2.
Activity 2. Now, can you try drafting the Significance of the Study section of your research paper? You may go
back to the given examples in this lesson or look for other sample research papers to serve as your guide in
doing this activity. Remember that you have to use your chosen research topic based on your previous research
tasks. You may choose what to use between the two given templates in accomplishing this task. Accomplish it
on your notebook.

Proposed Study/Research Title:

General Significance:

Beneficiaries and Benefits to them (provide at least three)

28 | P a g e
 Practical Research 1
Quarter 1 – Module 3:
Selecting and Synthesizing Information from Relevant Literature
Week 5-6

Introduction

This module is designed and written to help you on selecting and synthesizing information from relevant
literature.

Learning Objectives

At the end of the module, you are expected to:

1. select relevant literature; and
2. synthesize information from relevant literature.

Lesson Review of Related

1 Literature
29 | P a g e
 Have you imagined a human body without bones? What do you think might happen if there is an
absence of them? Do you think you can stand firm and be able to perform all the activities that you can do
now? As you observed, these innumerable activities that you do on a daily basis become possible because of
their system as a whole – the skeleton. This goes similar in the conduct of research. A study is not enough that
it has its heart – a research purpose that prompts a researcher to pursue a study. You must remember that a
study with a heart however without a bone would make it as weak and insubstantial.

Your previous lessons focused on how you would create the heart of your study. Thus, you carefully
craft your problem and its background. This time, you will form a firm foundation like a skeleton that will
support your study to stand and be successful. The skeleton that is made up of bones would be represented by
theories, framework, and studies which can all be gathered through reviewing relevant literature.

Therefore, in this part of the module, you will continue your research journey by building the
foundation of your study. This will begin by knowing how you will select information from available sources
and how you will synthesize them in order to serve as a support in substantiating your own study.
Definition of the Literature Review

Other previous researches related to the study currently conducted by a researcher should be
put into consideration. When they are summarized comprehensively, this makes the process of
literature review. As cited from Bloomsburg University of Pennsylvania (2020), literature review
requires for a survey of scholarly articles, books, and other sources which will later be enumerated,
summarized, and evaluated in order to form a concrete basis and support for the current study. When
it is done, the selected literature may appear on various sections of the study such as in the
introduction, related literature section, and the discussion of results.

Purposes of Reviewing a Literature

The following are the purposes of literature review (University of South Carolina Library, 2020):
1. It provides the researcher a clear understanding of the study to be investigated. Through literature
review, the researcher can boost his/her confidence by clearly understanding the phenomenon and
be able to clarify essential variables of the study.

2. It justifies the need for conducting the study. Review of literature allows the researcher to identify
the existing gaps in knowledge. Thus, further investigation to be conducted by the researcher will
be justified.
3. It serves as the basis for establishing concepts presented in the study. Reviewing literature
relevant to the current study of the researcher enables him/her to substantiate his/her work.
Concepts presented from the study which are supported by literature can make the work of the
researcher more credible.

Selecting the Literature for a Study

Once the researcher has a clear problem as well as a rationale for conducting a study, he/she may
now begin selecting literature such as theories, conceptual framework, and related studies that will
serve as the foundation of the work. In selecting the literature for a study, the following questions
should be considered:
30 | P a g e
1. Can this literature help me clearly present the delimitation of my study?
2. Can this literature give me insights to present properly essential variables of my study?
3. Is this literature up-to-date?
4. Does this literature provide perceptive and accurate results and conclusions?
5. Does this literature present contrasting ideas which can be used in identifying research gaps?
Conducting a Review of Literature

When the researcher is about to engage himself/herself in doing literature review, he/she must do
it in a systematic procedure so as to arrive with a comprehensive output which can later be used in
substantiating the work. Boza (2015) of University of California presents six steps in conducting a
literature review. These steps are as follows:

1. Decide on the area of research. The first step always begins with the clear problem in mind of the
researcher. He/she must clearly know the topic as well as the rationale of the study to be
conducted. This will allow the researcher to focus on articles and books that are relevant and can
help him/her substantiate the work.

2. Search for the literature. In searching for the literature which can be used for a study, the
researcher may utilize printed materials and references which can normally be found in the
libraries. On the other hand, online sources, which also offer scholarly articles and books, must
likewise be considered for these can make the researcher saves more time.

3. Find relevant excerpts in books and articles. Reading the abstract of a scholarly work will help
the researcher determine whether it is relevant or not to the study under investigation. Meanwhile,
other sections of a scholarly source as in articles

and books can also be skimmed in order to get the excerpts of important data which can be used
as bases of the study. Definition of terms, prevalent claims, findings, and conclusions are some of
those which the researcher should observe and read carefully. Further, employing different levels
and types of reading can help the researcher to scrutinize efficiently the data and information
presented from a reference. Wilson (1990) identified four types of reading. These are as follows:
31 | P a g e
 o Elementary reading. This type of reading pertains to word-recognition type of reading
wherein sentences are literally comprehended.
o Systematic reading. This type of reading employs skimming strategy wherein the researcher-
reader may focus on the highlighted terms in the sample source manuscript. Similarly, he/she
may also look into the title of the sample and will try to see if similar variables of the current
study are presented. If yes, he/she may consider the sample as relevant to his/her own work.
o Analytic reading. This type of reading requires the researcher-reader to break the whole
scholarly work into parts for better understanding. In addition, it may also observe here that
the researcher-reader establishes connection with the author by asking the 5Ws and 1H
questions through annotation. Use of a dictionary for concept clarification is also often
considered in this type of reading. The notes made from the analysis are then synthesized and
will serve as an output.
o Comparative reading. This type of reading considers two or more scholarly works which will
be analyzed for comparing-contrasting purposes. Here, the various viewpoints of the authors
regarding the particular concepts and principles will be carefully observed. The generalized
summary of the analysis from this type of reading then serves as an output.

4. Code the literature. Categorizing the themes of the concepts found in different literature must be
done for better analysis and evaluation. Themes can be categorized from the similarities to the
differences found among those relevant works. Meanwhile, tools for reading and reviewing
should also be considered by the researcher in order to save more time since these allow him/her
to easily revisit the concepts that may be a help in the process of literature review. Two of the
commonly used tools for reading and review purposes are as follows:

o Highlighting. This tool uses marks and symbols that will help the researcher to easily revisit
the important ideas found in a scholarly work. This can also aid
the researcher to easily distinguish the similarities and differences found in various sources.
o Annotation. This tool uses words, phrases, and sentences which serve as written remarks of
the researcher reflecting his/her understanding and questions regarding the scholarly work.

32 | P a g e
33 | P a g e
34 | P a g e
 .

5. Create conceptual schema. After coding the concepts perceived to be important by the researcher in the
conduct of the study, he/she may then organize them in order to see in a wider perspective the relevance,
including their similarities and differences, to the current work. The researcher may utilize a literature
review synthesis matrix to better see how the gathered data from literature review will be presented in the
study. As cited from Ashford University (2020), synthesis matrix refers to a table used for organizing
important ideas found in the literature. This matrix further allows the researcher to see overlapping ideas
among the authors. Here below is an example of a synthesis matrix:

35 | P a g e
 Problem or
Source

Sample

Instrument
Methods

Findings
Design
purpos
e
Study 1

Study 2

Study 3

Study 4

Example of literature review presented through synthesis matrix:

Source

Design

Sample
Problem or

Instrument

Findings
Methods
purpose

1. It revealed that the emoji with

Study to study the Quantitative 200 students Survey Questionnaire tears of
influence of joy is the most used emoji among the
1 respondents with the percentage of
emojis on
communica- 43.5%.
tion language 2. It is also observed that very
less number of respondents used the sad
smiley.

36 | P a g e
 1. It revealed that the most frequent
Study to provide an Quantitative 82 people Survey Questionnaire emojis on Twitter since
overview of the December 2019 from the frequency
2 distribution of emoji per country are the
functions of
emojis in “face with tears of joy” accounted for
everyday 6.7%,
written “smiling face with heart- shaped eyes”
communica- with 3.72%, and “face throwing a kiss”
tion with 2.1%.

6. Begin writing literature review. With a complete vision of necessary data that came from reading and
reviewing literature, the researcher may now begin the draft of the manuscript for review of the related
literature section. He/she must not forget to cite the author of any data that will be used for the study. The
use of transitional words will also be helpful in order to arrange ideas accordingly (e.g., the use of
“similarly” to present that ideas have in common).

Example of literature review presented in a research manuscript entitled, Emojiology: A Study of

Functions of Emojis in the Virtual Community (Tabernero, 2020):

The widespread use of emojis as a form of supplement in messages across computer mediated
communication has been highly observed. These icons are almost always present in different social media
platforms since easy access to them has been made possible by smartphone devices. Hence, social media users
can easily use them during their online communication.
Based on the study of Suresh (n.d.) entitled “The Influence of Emojis on Communication Using Social
Media: A Quantitative Study among College Students of Myusuru,” it revealed that the tears of joy-type of
emoji is the frequently utilized icon among the respondents with the percentage of 43.5%. This is followed by
emoji thumbs up sign which is used by 12% of the respondents. It is also observed that very a smaller number of
respondents uses the sad smiley.
Similarly, in terms of a specific social media platform – Twitter, it was also found that the tears of joy-
type of emoji is the frequently utilized one. This is in accordance with the study of Ljubešic & Fišer (2016)
entitled “A Global Analysis of Emoji Usage.” Here, they revealed that the “face with tears of joy” emoji is the
most used emoji on Twitter since December 2015. Based on the frequency distribution of emoji used from each
country, 6.7% was accounted to “face with tears of joy,” 3.72% to “smiling face with heart-shaped eyes,” 2.1%
to “smiling face with smiling eyes,” and another 2.1% to “face throwing a kiss.”

Activity 1. Select two (2) relevant literature from either an academic printed reference or an academic online
source which can be used for your study of interest. Use the literature review synthesis matrix to present
important data. Copy the table and supply the corresponding/needed information. Write your answers on your
notebook.

37 | P a g e
 Design
Problem or

Methods

Instrument
Source

Sample

Findings
purpose
Title:

Author:

Title:

Author:

Practical Research 1
Quarter 1 – Module 3:
Plagiarism and Paraphrasing
Week 5-6
Introduction

This module was designed and written with you in mind. It is here to help you master types of plagiarism and
proper paraphrasing. 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.

Learning Objectives

The module is divided into two lessons, namely:

• Lesson 1 – Types of Plagiarism

• Lesson 2 – Proper Paraphrasing

After going through this module, you are expected to:

1. cite related literature using standard style

38 | P a g e
 Lesson
1 Types of Plagiarism
Responsible writing is necessary for writing academic text (Louw, 2017). As a novice researcher, you
need to take note that you ought to be responsible for the things that you write in your research. One of the
elements in writing responsibly is through proper citation both in-text and reference citation. Aside from it, it is
proper to list your sources on the information that you are bringing out. Furthermore, you need to give proper
credit to the author by acknowledging his or her ideas. Nonetheless, you are avoiding plagiarism that is usually
done when you quote words or ideas created or first used by others. By doing it, your readers can track down
the sources that you utilized by citing them properly through footnotes, bibliography, or reference list.

To properly cite your sources, you need to learn first the types of plagiarism. Plagiarism is often committed
when you use words and ideas without making credit to the person who formulated it, making those words and
ideas your own (Sulaiman, 2018).

Types of Plagiarism

1. Direct Plagiarism. This type of plagiarism is committed when you copy word-forword a section of
others’ works without quotation marks (Roig, 2002).

The stage of dialogue was the action of conversation. On this manner, the incident was immediately addressed
and effects were identified.

from the research titled, “The Die is Cast: Experiences of Novice Teachers in Handling Verbal Bullying
Incidents in a Middle School” written by Dexter V. Fernandez, MAED. and Arnel T.
Sicat, Ph.D.

This is the proper way of citing a direct quotation.

“The stage of dialogue was the action of conversation. On this manner, the incident was immediately addressed
and effects were identified”.
2. Self-Plagiarism. This plagiarism is often committed when you mix your previous works to come up with
new article without proper citation and permission to the teacher you previously submitted the work (Helgesson
& Eriksson, 2014; Plagiarism.org, 2011).

3. Mosaic Plagiarism. It is committed when you take phrases from a source without using quotation marks or
citation; thus, you just find synonyms to the authors’ words while keeping the same though as it is in the
original (Roka, 2017).
39 | P a g e
4. Accidental Plagiarism. This is committed when unintentionally neglected to cite a source or quoted by
using similar words or sentence structure. This can be avoided through responsible writing and running your
work in an initial plagiarism test available in internet (Learning Services Writing Center, 2018).

Activity 1. Read each statement carefully. Identify the type of plagiarism being asked in each item. Write your
answers on your notebook.
1. What do you call the plagiarism that happens when you buy a paper from a
student in another section then submit it to your teacher?

2. What is the type of plagiarism that is committed when you resulted to ask a friend to help you out by
copying all his work?

3. This plagiarism happens when you mix your previous works to come up with new article without proper
citation.

4. This plagiarism is committed when unintentionally neglected to cite a source or quoted by using similar
words or sentence structure.

5. This plagiarism happens when you get parcels of other work and paste them as one article.

Activity 2. Read the statements carefully. Write T if the statement is True, F if otherwise. Write your answers
on your notebook.

40 | P a g e
 1. Self-plagiarism is committed when unintentionally neglected to cite a source or quoted by using similar
words or sentence structure.

2. Direct plagiarism is committed when you take phrases from a source without using quotation marks or
citation.

3. Accidental plagiarism can be avoided through responsible writing and running your work in an initial
plagiarism test available in internet.

4. Accidental plagiarism is committed when you mix your previous works to come up with new article
without proper citation and permission to the teacher you previously submitted the work.

5. Self-plagiarism is committed when you copy word-for-word a section of others’ works without
quotation marks.

Lesson
2 Paraphrasing
Paraphrasing is the answer for us not to fall to any type of plagiarism (Wallwork, 2011). However, this
needs your attention to learn the competencies in achieving proper paraphrasing. Careful reading, in-depth
comprehension, and good writing are the skills you need to improve for you to come up with good paraphrased
sentences.

The big question now is how to paraphrase? There is no perfect way of paraphrasing a sentence or
paragraph. It is because it will depend on the manner you understand what you have read. So, what you need is
a better understanding. Below is the suggested way for you to come up with good paraphrasing.
Five (5) Ways to Paraphrase

1. Take time to read. Careful reading of the text enables you to grasp the meaning of the sentence you are
going to paraphrase. It is recommended to read it three times or even more. This is to give you enough time to
comprehend the meaning of what you are reading (University of New England, 2020).

2. Take note of the key points. This is done through highlighting or listing the points or ideas presented in
the text that you are reading. Through this, you will see the things that the author wanted to impart in his or her
write ups. However, for you as a reader, those will also be the bases on how you will explain the ideas that
were presented (Chi & Nguyen, 2017).

3. Rewrite what you have read but use your own words. Rewriting what you have read does not mean you
will just copy it. Nevertheless, you are going to write what you have read based from what you have
understood from it. However, you need to be careful not to eliminate the ideas of what you have paraphrased
(Oshima, 1999).

41 | P a g e
4. Compare what you have written with the original text. Through this, you may be able to see the
similarities and difference between the original text and what you have paraphrased. You need to remember
that the paraphrased sentence or paragraph has structural difference from the original even the choice of words.
However, the thought presented in the original text must not be different from the paraphrased text.

5. Make citation. There are so many citation styles available to you. But, always refer back to what is
prescribed to you by the organization or institution you are writing. If they prescribe you to use a particular
citation style, then you need to follow that standard. For example, many colleges and universities in the
Philippines use American Psychological Association (APA) 6 th edition citation style. On the other hand, in the
Department of Education (DepEd), they use DepEd Manual of Style and Chicago Manual of Style.
Let us paraphrase these:
Original

The occurrence of verbal bullying was a typical scenario in middle school. This kind of abuse was commonly
committed by students towards their peers.

Paraphrase
Verbal bullying is common in high school. Students usually commit this towards their classmates.

Another example
Original
The interview was directed to the five (5) novice teachers who were identified through criterion sampling.

Paraphrase
Five new teachers are chosen to be participants through criterion sampling.

Activity 1. Read each statement carefully. Write T if the statement is True, F if otherwise. Write your answers
on your notebook.
1. To come up with a good paraphrased sentence, you need to be careful in reading for you to grasp the
meaning of the sentence you are going to paraphrase.
2. You don’t need to highlight or list the points or ideas presented in the text that you are reading.
3. Rewriting is an additional work. You need to be contented with what you have paraphrased even it is
wrong.
4. You need to remember that the paraphrased sentence or paragraph has structural difference from the
original even the choice of words.
5. There are so many citation styles available to you. It is important to refer back to what is prescribed by
your organization or institution.

Activity 2. Read and paraphrase the following statements. Write your answers on your notebook.

1. Her life spanned years of incredible change for women as they gained more rights than ever before.
2. Giraffes like Acacia leaves and hay, and they can consume 75 pounds of food a day.
3. Any trip to Italy should include a visit to Tuscany to sample the region's exquisite wines.
4. Symptoms of influenza include fever and nasal congestion.
5. The price of a resort vacation typically includes meals, tips and equipment rentals, which makes your
trip more cost-effective.

42 | P a g e
 Practical Research 1
Quarter 1 – Module 3:
APA Citation
Week 5-6

Introduction

This module was designed and written with you in mind. It is here to help you master the APA in-text
and reference citation. 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.

Learning Objectives

The module is divided into two lessons, namely:

• Lesson 1 – APA Citation: In-text and Reference Citation

After going through this module, you are expected to:

1. cite related literature using standard style

43 | P a g e
 Lesson
APA Citation: In-text and
1 Reference Citation

In the previous lesson, you have learned about the types of plagiarism and how to paraphrase. Now, you
are ready to use in-text and reference citation style. American Psychological Association (APA) referencing
style is the most commonly used referencing style in the field of education. It is also known as “author-date
referencing”. However, this is not the only referencing style available. There are Chicago manual of style
(CMOS), Modern Language Association Style (MLA) Modern Humanities Research Association (MHRA),
American Sociological Association (ASA), and the like. But in the meantime, your focus is on APA 6th Edition
Manual of Style.

Have you ever heard the APA? It is neither a yoga style nor a Filipino translation of cone. Like Bok, you
have mistakenly interpreted it as such. But anyway, the acronym stands for the American Psychological
Association citation style. I am sure you have heard this during your junior high school years. This lesson will
have an in-depth discussion on this citation style and in the end, you will have the skill in using it in your
research.

APA Citation Styles

There are two (2) things that you need to remember in using APA. First, it is used as an in-text citation
and second, it is used in reference citation.

The in-text citation is a reference citation that is made within the body of the text or essay (Waikato
Institute of Technology, 2010). The main question now is when are we going to use in-text citation? Practically,
we use in-text citations every time we quote, summarize, and paraphrase statements, information, and ideas that
came from others. It is a scholarly acknowledgment through giving credit who stipulated the ideas and concepts.

In-text citation with single author used in the beginning

Fernandez (2020), stressed that proper citation has to be observed among novice researchers.

In-text citation with single author used at the end

Proper usage of citation styles promotes integrity among novice researchers (Fernandez, 2020).

How about if the writer wanted to indicate the title of the source? Of course, you can do it. However, title has to
be in quotation marks.

In-text citation with article title

In Fernandez’s (2020) article, “Plagiarism: Writers’ Crime”, stressed that proper citation has to be observed
among novice researchers.
44 | P a g e
Another example:

In Fernandez’s (2020) book, “The Secrets of Plagiarism”, discussed on ways plagiarism can be avoided.

In some cases, the title of book, articles, proceedings, journal articles and the like are italicized. However, when
you italicized the title, omit the quotation marks.

In-text citation without quotation

In Fernandez’s (2020) book, The Secrets of Plagiarism, discussed on ways plagiarism can be avoided.

Can we use citation in the middle?

It is a common practice to see citation at the beginning or at the end of the referenced statement. However, there
are instances that citation appears in the middle of the cited statement.

In-text citation in the middle of the statement

Fernandez (2020) attested that citation can be used only at the beginning and end of the sentence, whereas
Munez (2020) claimed otherwise.

Another example:

Conduct of research enables novice researchers to deal on practical aspect of education (Fernandez, 2020), as
well as the theoretical foundations of different philosophies.

When do we use “et al.” in our citation? “Et al.” is a Latin term for “et alia” which means “and others”. This is
used when you have multiple authors. Multiple authorship is authorship composed of six (6) or more authors.
Thus, when you have less than six authors, you need to write their surname. If you use in-text citation at the
beginning, just connect their surname with a comma and “and”. However, if it is at the end of the statement, you
connect the authors’ surname with the use of comma and ampersand.

In-text citation with three (3) authors (beginning)

Fernandez, Munez, and Valencia (2020), attested that citation can be used only at the beginning and end of the
statement.

In-text citation with three (3) authors (end)

It was attested that citation can be used only at the beginning and end of the statement (Fernandez, Munez, &
Valencia, 2020).

In-text citation with six (6) or more authors

Fernandez et al. (2020), attested that citation can be used only at the beginning and end of the statement.

45 | P a g e
In-text citation with six (6) authors (end)

It was attested that citation can be used only at the beginning and end of the statement (Fernandez, et al., 2020).

What if you have two or more authors with similar facts or information? In dealing with this scenario, all of
them are placed on the same parenthesis. However, they are separated with a semicolon. Likewise, authors’
name has to be listed in alphabetical order.

Multiple entry with similar information

It was attested that citation can be used only at the beginning and end of the statement (Fernandez, 2020;
Munez, 2019; Valencia & Montemayor, 2018).

What if the idea that you are going to cite was already cited by an author? In circumstance like this, it can be
done it two (2) ways.

In-text citation already cited by an author

Montemayor as cited in Fernandez (2020) that citation can be used only at the beginning and end of the
statement.

Another example:

Montemayor (2001) attested that citation can be used only at the beginning and end of the statement (as cited in
Pitt, 2020)

How about when you are going to cite a website article without authorship or organizational author? If you are
going to cite a website article without authorship, you need to use the webpage title or few words of the title in
the parentheses.

In-text citation using website article without author

“Man in need” (2020), eating healthy foods gives us more time for our love ones.

Another example:

Eating healthy foods gives us more time for our love ones (“Man in need,” 2020).

How about page number, are we going to include it? Many of the in-text citations omit page numbers. However,
it is encouraged to declare even the page number.
Aside from it, this adds credibility to your sources if you are going to declare it.

In-text citation with page number

Fernandez (2020), eating healthy foods gives us more time for our love ones (p. 99).

In-text citation using paragraph number

46 | P a g e
According to Fernandez (2020), eating healthy foods gives us more time for our love ones (para. 99).
Another example:
It was highlighted that eating healthy foods gives us more time for our love ones (Fernandez, 2020, para. 99).

After learning how in-text citation is done, let us move on to reference citation. This provides authority
to your statements by providing your readers' access to those sources. Likewise, it is an acknowledgment of the
information you have brought out on your research. Of course, in-text citations need to appear in the reference
section of your paper.

Practically, it is the list of the sources you have cited throughout your paper. This will provide your
readers access to all the sources you have considered in your research. Because we have used the APA 6th
edition citation style in your in-text citation, we use also APA 6th edition reference style in your reference
entry. However, this only limited to the reference citations you will be using on your study. These are reference
citation on books, journals, online sources and theses and dissertations in single authorship, multiple authorship,
without author and date.

Reference Citation Style

1. Books

Fernandez, D. V. (2020). Quest for happiness. Fern Publishing Company Press.

If you can notice, the structure of this is the author’s name (surname, first letter of the name, middle initial) then
followed by a period. After that, the date of publication and then a period are included. Next is the title of the
book (remember that the whole title is italicized and the first letter is capitalized). There is an exemption, all
proper names are capitalized. After the title, write the publishing company.
a. Single Author

Author Date of Publication Place of Publication

Fernandez, D. V. (2020). Quest for happiness. New York: Fern Publishing Company

Press.
Title Publisher

When authorship reached to five (5), you are going to use “et al.” Thus, book with one to five authorship takes
the usual format.
b. Three authors

Fernandez, D. V., Munez, E. M., & Fernandez, Y. M. (2020). Quest for happiness.
New York: Fern Publishing Company Press.

Note:

Each author is joined with comma. Before the last author, there is a comma and ampersand.

47 | P a g e
c. Six or more authors

Fernandez, D. V., et al. (2020). Quest for happiness. New York: Fern Publishing Company Press.

Note:

After the first author, the word et al. is attached. The Latin term means “et alia” which means “and others”.
Thus, it represents the other authors of the book.

2. Journal Articles

a. Single Author

Fernandez, D. V. (2020). Lived experiences of students engaged community services. Journal

for Young Filipino, 44(6), 88-95. doi: 10.13140/RG.2.2.34763.75047

If you notice, it is similar to the reference citation for book, however, what makes it different is that it
includes the journal publication (first letter of the word is capitalized) then followed by volume, issue and page
number and digital object identifier (doi). Remember two (2) things. First is that journal publication is italicized
and second if doi is not present, you can just omit that part.

Fernandez, D. V. (2020). Lived experiences of students engaged community services.

Journal for Young Filipino, 44(6), 88-95. doi: 10.13140/RG.2.2.34763.75047

Journal Publication Issue Volume. Page number. Digital Object Identifier

b. Three authors

Fernandez, D. V., Munez, E. M., & Fernandez, P. Y. M. (2020). Lived experiences of students
engaged community services. Journal for Young Filipino, 44(6), 88-95. doi:
10.13140/RG.2.2.34763.75047
c. Six or more authors

Fernandez, D. V, et al. (2020). Lived experiences of students engaged community services. Journal
for Young Filipino, 44(6), 88-95. doi:
10.13140/RG.2.2.34763.75047

3. Thesis and Dissertation

a. Thesis or Dissertation in Hardcopy

Fernandez, D. V. (2020). Development of reading comprehension through contextualized graphic

novel. (Unpublished master’s thesis). Bataan Peninsula State University, Philippines.

48 | P a g e
 This citation for thesis or dissertation follows the same format with books. It starts with the author, date
published, title of the thesis or dissertation. Take note that the title needs to be italicized. Then, there is
parenthesis, inside it is the description of what reference is being cited, is it a master’s thesis or dissertation?
Last part is the institution where it is made and the location of the institution (commonly writers write the
country).
b. Thesis or Dissertation from Repository

Fernandez, D. V. (2020). Development of reading comprehension through contextualized graphic

novel. (Master’s thesis, Bataan Peninsula State University,
Philippines). Retrieved from http://hdl.thesismasters.net/109287/99

The format still follows similar with the hardcopy. However, the last part should indicate the link of the
thesis.
c. Thesis or Dissertation from Database

ProQuest is an example of online database for theses and dissertation.

Fernandez, D. V. (2020). Development of reading comprehension through contextualized graphic

novel. (Master’s thesis). Available from ProQuest Dissertations & Theses Global database. (UMI No.
3371229)

Note:
UMI is the name of publishing company that stands for University Microfilm International. The services it
offers is storage of theses and dissertations.

4. Online Sources

These are articles from credible website.

Fernandez, D. V. (2020). Reading comprehension and graphic novel. Retrieved from

https://www.easybib.com/reference/guide/apa/website
Notice that on the last part of the entry, it includes the link where the article was retrieved. Remember
not to put period (.) at the end of the entry. Remember, when you make a reference list, it should be arranged in
alphabetical order using the first letter of the surname.

Activity 1. Examine carefully the APA in-text and reference citations. Write C if it is correct, W if otherwise.
Write your answers on your notebook.

1. (Brandon, 2014)
2. Brandon, K. J. (2014). Principals’ decision making in discipline policy implementation: The Lutheran
schools’ perspective (Eastern Michigan
University). Retrieved from
http://ezproxy.libraries.wright.edu/login?url=http://search.ebscohost.com/ login.aspx?
direct=true&db=psyh&AN=2014-99050-132&site=ehostlive&scope=cite
3. (Holmes, Tracy, Painter, and Oestreich, 2015)
4. Holmes, M., Tracy, E. M., Painter, L. L., & Oestreich, T. (2015). Moving from flipcharts to the flipped
classroom: Using technology driven teaching methods to promote active learning in foundation and
49 | P a g e
 advanced masters social work courses. Clinical Social Work Journal. https://doi.org/10.1007/s10615-
0150521-x
5. (Kio, 2013)
6. (Taguchi and Sykes, 2014)
7. Taguchi, N., & Sykes, J. M. (2014). Technology in interlanguage pragmatic research and teaching.
Philadelphia: John Benjamins Publishing Company.
8. (Bacharo, 2015)
9. Kio, A. M. (2013). The journey begins: A narrative inquiry into the mentorship and support of novice
principals (Colorado State University; Vol. 44). Retrieved from
https://mountainscholar.org/bitstream/handle/10217/79040/Donnalley_c olostate_0053N_11629.pdf?
sequence=1
10. Bacharo, U. V. (2015). Job satisfaction and teaching performance of college faculty. Central Mindanao
College, Bukidnon, Philippines.

Activity 2. Examine and write the correct APA 6th edition format of the reference and in-text citations. Write
your answers on your notebook.

1. (Kudyba and Kwatinetz, 2012)

_______________________________________________________________________
2. (2013 Nagel,)
_______________________________________________________________________
3. Kudyba, S., & Kwatinetz, M. (2012). Introduction to the big data era. Boca Raton: Taylor & Francis
Group.
_______________________________________________________________________
4. Ambrose, R., & Molina, M. (2014). Spanish/ English bilingual students’ comprehension of arithmetic
story problem texts. International Journal of
Science and Mathematics Education, 12(6), 1469–1496.
https://doi.org/10.1007/s10763-013-9472-2
_______________________________________________________________________
5. (Standing, Standing, Love, and Gengatharen, 2017)
_______________________________________________________________________

50 | P a g e
 Practical Research 1
Quarter 1 – Module 3:
Literature Review
Week 5-6

Introduction

This module was designed and written with you in mind. It is here to help you master literature review.
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.

Learning Objectives

The module is divided into two lessons, namely:

• Lesson 1 – Presenting Literature Review
• Lesson 2 – Ways of Organizing Literature Review

After going through this module, you are expected to:

1. synthesize information from relevant literature;
2. write coherent review of literature

51 | P a g e
 Lesson
1 Literature Review
Now we are going to deal with the guidelines on how to make literature review. According to Morgan-
Rallis (2018), there are guidelines that researchers need to ponder in crafting their literature review.

1. Identify your variables. This is to determine what are your variables in your research. In short, you should
know your topic (Minch, 2018). For example, your research title is like this:
Example

Lived experiences of PWD Students Engaged Community Services in a Rural Area

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

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

2. Use online or library sources. Literature review requires reading. If there is a nearby school or
public libraries, you can go there to read their books related to your study. However, if there is none,
internet is the best way to do it. It is just one click away.

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

52 | P a g e
 www.googlescholar.com www.researchgate.com elsevier.com

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

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

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

Title Author Year Type Publication Findings Conclusion

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

the
institution it
was made

Activity 1. Provide information on the table. Use the research abstract below as your source.
Write your answers on your notebook.

Title Author Year Type Publication Findings Conclusion

NEMO DAT QUOD NON HABET! The Lived Experience of Senior High School Teachers Teaching
Practical Research Subjects

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

Lesson Ways of Organizing

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

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

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

Three (3) Ways of Organizing Literature

1. Categorize by variables. Ten (10) or more literatures that are comprised of books, journals, theses or
dissertations, or online publication are hard to organize. In organizing them, you need to stick on the
variables you have considered and they will be bases of your searching. On this manner, you can segregate
them according to what they are discussing.
Let us consider this example:
Lived experience of the grade 11 working students during COVID 19 pandemic
On this research you resulted to these variables:
Grade 11 Education During
Life During COVID 19 Effects of COVID
Working COVID 19
Pandemic 19 Pandemic
Students Pandemic
As a result, you have searched on these studies:

a. Adolescents’ Prosocial Experiences During the COVID-19 Pandemic:

Associations with Mental Health and Community Attachments
b. Knowledge, Attitudes, Anxiety, and Coping Strategies of Students during
COVID-19 Pandemic
i. Supporting the continuation of teaching and learning during the COVID-19
Pandemic.
ii. Effects of COVID 19 pandemic in daily life
If you will categorize them by variables, you will have this:
Life During Education During
Grade 11 Working Effects of COVID 19
COVID 19 COVID 19
Students Pandemic
Pandemic Pandemic
Adolescents’ Prosocial Knowledge, Effects of COVID 19 Supporting the
Experiences During the Attitudes, Anxiety, pandemic in daily life continuation of
COVID-19 Pandemic: and Coping teaching and
Associations with Strategies of learning during the
Mental Health and Students during COVID-19
Community COVID-19 pandemic
Attachments Pandemic

55 | P a g e
 2. Arrange by importance. After categorizing your literatures by variables, you need to arrange them by
importance. The question is how can we arrange them by importance? Though arranging them will be
subjected because you will decide and choose what literature is more important than others, you need to be
guided by some criteria.
Criteria in arranging literature
a. Relevance. On this criterion, you need to answer the question: Is this literature directly connected to the
present study? In what manner? By means of this, you can have a concrete reason why you considered a
certain literature as more important than the others.
b. Quality. On this criterion, you need to answer the question: Is this literature scientific? Is it peer
reviewed by experts? Well, you can answer it through looking at where it was published. If it came from
renowned publishing company, educational institution or established websites, then it assumed that it is
in good quality.
c. Assumption. On this criterion, you need to answer the question: Is this literature affirmative or a
negation of my study? If the literature you searched is an affirmation of your study, better place it in the
beginning of your literature review. However, if it is a negation, better place it at the last part.

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

Activity 1. Organize the following research titles based on the ways of organizing literature review. Remember
that you are working on the lived experiences of the junior high school students from a marginalized family
during COVID 19 pandemic. Use letters A to J. Write your answers on your notebook.
1. The Impact of COVID-19 on Junior Students’ Education: Implementing Extreme Pandemic Response
Measures
2. Junior High School Students in MICU During COVID-19 Pandemic
3. Psychological Effects of the COVID-19 to Junior High School Students Under Community Lockdown
4. Psychotic Experiences in High School Student Population During the COVID19 Pandemic
5. Complex Emergencies of COVID-19: Experience of Junior High School Students in Zhuhai,
China
6. Innovation Born in Isolation on Remote Learning Experience of Junior High School Students During
the COVID-19 Pandemic
7. Reducing Social Isolation of Junior High School Students During COVID-19 Pandemic

56 | P a g e
 8. Academic Anxiety of Junior High School Students During COVID 19 Pandemic
9. Impact of COVID-19 on an Academic Performance of High School Students
10. Creation of an Interactive Virtual Education During the COVID-19 Pandemic

Activity 2. Search for five (5) related literature that are relevant to your study. From those literature, compose
an eight (8) to ten (10) sentence literature review. Write your composition on your notebook.
Rubrics on how to write your Literature Review
Criteria 5 4 3 2 1

Searched for Searched for Searched for 3 Searched for 2 Searched

Sources
5 sources 4 sources sources sources for 1 source

Presentation Presentation of Presentatio

Presentatio Presentation of
of ideas is ideas is n of ideas is
Organization n of ideas is ideas is not so
very coherent. somehow not coherent.
coherent. coherent.
coherent.
The essay The essay
The essay The essay has The essay has
does not has more
has 1 to 3 4 to 5 6 to 7
Grammar have any than 8
grammatical grammatical grammatical
grammatical grammatical
errors. errors. errors.
error. errors.

Practical Research 1
Quarter 1 – Module 3:
57 | P a g e
 Literature Review: Elements and Ethics
Week 7-8

Introduction

This module was designed and written with you in mind. It is here to help you master elements and
ethics of literature review. 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.

Learning Objectives

The module is divided into two lessons, namely:

• Lesson 1 – Elements of Good Literature Review

• Lesson 2 – Ethics in Literature Review

After going through this module, you are expected to:

1. follow ethical standards in writing related literature;
2. present written review of literature

Lesson Elements of Good Literature

1 Review
In the previous lesson, you were able to write your literature review. Good job! However, there are still
some reminders that you need to ponder as you hone your skill in writing literature. These are just
recommendations that you need to think about as you polish what you have written. Do not worry, your
literature is good enough, but you still need to consider these pointers in achieving good literature review.
What makes a good literature review?
There are many ways of coming up with a good literature review. Hence, every writer has their own style on
58 | P a g e
 how they can create a good literature review (Thomas et al., 2015). Here are some suggestions that you may
use in polishing your work. These are the five (5) elements of good literature review:
1. Literature review is intensive. The main purpose of literature review is to provide background of your
research (Ramdhani, Ramdhani, & Amin, 2014). It has to be intensive wherein all relevant discussion
must be included to clearly understand the parameter and bases of your study. Likewise, this provides
an explicit background of what you are writing. Thus, a good literature review is concentrated, wherein
all aspects of it are focused, explored, and identified.
2. Literature review is concise. Literature review does not represent the entire claim of the research being
reviewed. It is just a part of your research that provides information about the variables that you are
exploring that were already explored by other researchers on their studies. Therefore, a short discussion
of their processes, findings, and implication is more than enough to establish the concepts being dealt
on your research (Wee & Banister, 2015). One reviewed literature has to be comprised of one (1)
paragraph with six (6) to ten (10) sentences. However, you can exceed depending on the information
and its relevance to your research.
3. Literature review is logical. Literature review has to be logical, analytical and rational. It is
accomplished through deductive or inductive presentation. Deductive presentation may begin with
most important to lesser important. On the other hand, inductive presentation may begin with local
going to global. Nonetheless, each sentence has to be in harmony with each other.
4. Literature review is complete. Saturation of the studies related to you research has to be practiced. It
should not be based on the quota of literature you need to cite but on the relationship of previous
researches to your research. But of course, it is impossible to exhaust all literature in the world related
to your work. It is up to you to decide whether the literature considered clarified all the inquiries
related to your research or not. Thus, all important parts are present (Reijers et al., 2018).
5. Literature review is recent. The literature to be used have to be conducted within ten (10) years for it to
be called recent. However, there are institutions that are requiring literature to be only within five (5)
years. Though these time frames differ from each other, their suggested time has to be recent. The more
recent it will be, the better. The wisdom behind this idea is that every day we discover new things.
There is a great possibility that the information on a certain topic may possibly change.

Activity 1. Read the statements carefully. Write T if the statement is true, F if otherwise. Write your answers
on your notebook.
1. Literature review needs to be systematic.
2. In making related literature of your research, presentation of information needs to be short with plenty
of errors.
3. In choosing related literature and studies, it has to be unrelated to the research.
4. Literature review contains literature and studies that are obsolete and proven not relevant anymore.
5. Presentation of literature review can be in deductive or inductive manner depending on point of view of
the researcher.

Activity 2. In four (4) to five (5) sentences, make a short literature review about students’ academic stress
using the five (5) sources in the box. Write your composition on your notebook.
1. According to Dusselier et al. as cited in Young (2017), students’ source of stress is academics.
2. Stress is part of students’ life (Kan, Altaf, & Kausar, 2013).
3. Cimanes and Guevarra (2017) stressed that students are facing stress because of their busy life.
4. According to Alzayyat, and Al‐ Gamal, as cited in Caraig, Masangcay, Villanueva, and Manibo (2020),
stress originates from an excess of homework.
5. Jain and Singhai (2017) added that family adds to students’ stress.

Rubrics on how your composition will be graded

59 | P a g e
 Criteria 5 4 3 2 1
The The
The The
composition composition
composition composition is
is highly is fairly The
is organized moderately
organized organized composition
Organization having 1 idea organized
wherein having 3 is not
that is not having 2 ideas
ideas are ideas not organized
related to the not related to
related to the related to the
topic. the topic.
topic. topic.
The The
The The The
composition composition
composition composition has composition
does not has more
Grammar has 1 to 3 4 to 5 has 6 to 7
have any than 8
grammatical grammatical grammatical
grammatical grammatical
errors. errors. errors.
error. errors.
Committed 4
Citation Committed 1 Committed 3
Committed 2 or more
format is wrong wrong
Formatting wrong citation wrong
religiously citation citation
format. citation
followed. format. format.
format.

Lesson
2 Ethics in Literature Review

You commonly hear ethics as an action that is prescribed by the society. If you think that ethics is
exclusively for action following norms, then, this is just a particle of the huge concern of ethics. It is because
even in literature review, there is an ethics that you need to follow. Do not worry, you will not be imprisoned if
you become “unethical”, however, your integrity as a novice researcher is on wage. Better to follow the
standards procedures in conducting literature review because a research that is ethically accomplished is a
research that is dignified and with integrity.

Ethics
Ethics etymologically came from the Greek word ethos which means right action. In any society, standard
action is ought to be followed. For example, if you go out, you need to wear facemask. If you will buy goods,
you need to fall in queue. Aside from that, we respect elders, those in authority, and people around us. In
literature review, we also follow ethics. But this ethics is not expressed through concrete action like bowing
our heads, using “po” and “opo”, or being generous to others. This is manifested to the way we write our
literature review. Hence, these are five (5) ethical ways on writing our literature review that we need to follow.
1. Observe proper citation. In writing academic text like research, you ought to observe proper citation.
This is from proper paraphrasing to correct citation entry in different citations. Observance of this is
one way of acknowledging their contribution, as well as your professionalism. As a novice researcher,
60 | P a g e
 you need to master different kinds of citation styles depending on what your institution is requiring
you.
2. Keep the original thoughts. There are many times that we lose the original thoughts of the text that we
are paraphrasing. It is unethical if we will just cite writing wherein the original essence of the sentence
is different from what we have interpreted it or written down. We need to be abreast with proper skills
in paraphrasing and interpreting others’ work.
3. Avoid biases. As a novice researcher, it is important that you eliminate personal interest or biases on
your studies (Fleming & Zegwaard, 2018). You should be fair, not one sided. This is not just
demeaning your literature but also destroying the integrity of research as vessel of new knowledge.
Therefore, any form of biases has to be eliminated.
4. Be scientific. Becoming scientific is to have strong basis on reviewing literature. One has to state only
what is written and provided evidence alone not on personal and intuitive deductions of interpretation.
5. Embrace positivism. Research is always geared towards positivity. Thus, the literature review has to be
in line with positivism (Polonski, 2004). Though not all reviewed literature is an affirmation of your
research, negation of it on the other hand provides clearer picture of implication.

Activity 1. Read the following statements carefully. Write T if the statement is True, F if otherwise. Write
your answers on your notebook.

1. Observance of proper citation is writing everything that you see in others’ work.
2. Paraphrasing is only applicable to your original ideas.
3. Ethics in literature review is doing what you think is right.
4. Research review is always geared towards positivism.
5. Evidence is only a secondary factor in research that is why citation is just an additional work.

Activity 2. Search five (5) related studies that are relevant to your research. From those literature, compose an
eight (8) to ten (10) literature review. Write your composition on your notebook.
Rubrics on how your composition will be graded

Criteria 5 4 3 2 1

Searched for Searched for Searched for Searched for 2 Searched for
Sources
5 sources 4 sources 3 sources sources 1 source

Organization Presentation Presentation Presentation Presentation of Presentation

61 | P a g e
 of ideas is of ideas is
of ideas is ideas is not so of ideas is not
very somehow
coherent. coherent. coherent.
coherent. coherent.
The essay The essay has
The essay has The essay has The essay has
does not more than 8
1 to 3 4 to 5 6 to 7
Grammar have any grammatical
grammatical grammatical grammatical
grammatical errors.
errors. errors. errors.
error.
References
Cristobal, Amadeo P., and Cristobal, Maura D. Practical Research 1 for Senior High School. Quezon City:
C&E Publishing, Inc., 2017.
De Guzman, Allan B., et al. “This Too Shall Pass: A Grounded Theory Study of Filipino Cancer
Survivorship.” Last modified October 11, 2012. Accessed June 23, 2020.
https://journals.sagepub.com/doi/abs/10.1177/0898010112462066

Lacdo-O, Floresa L., et al. “The ‘Need to Transcend’: A Phenomenological Study on the Lived Experiences
of Millennial Teachers.” Last modified September 2018. Accessed June 23, 2020.
http://www.ijsre.com/assets/vol.%2C-11(3)-lacdo o-et-al.pdf
Morales, Rome D., and Delariarte, Gabriel C. “The Educated Citizen: Cultural and
Gender Capital in the Schooling of Aetas’ Children in the Municipality of Janiuay.” Last modified March
2014. Accessed June 23, 2020.
http://apjeas.apjmr.com/wp-content/uploads/2014/04/APJEAS-2014-1- 002.pdf

Perez, Martin Julius V., and Templanza, Mariel R. “Local Studies Centers: Transforming History,
Culture and Heritage in the Philippines.” Last modified May 31, 2012. Accessed June 23, 2020.
https://www.ifla.org/past wlic/2012/180-perez-en.pdf

Remorosa, Roxan R. “President Rodrigo Roa Duterte’s Political Speeches: A Critical Discourse Analysis.”
Last modified August 10, 2018. Accessed June 23, 2020.
http://www.iosrjournals.org/iosr-jhss/papers/Vol.%2023%20Issue8/Version-2/I2308027287.pdf

Sacred Heart University Library. “Organizing Academic Research Papers: Choosing a Title.” Accessed
June 23, 2020. https://library.sacredheart.edu/c.php?
g=29803&p=185911#:~:text=Definition,purpose%20of%20your%20research%20paper.

62 | P a g e
63 | P a g e