Content Standards:

The learner demonstrates understanding of:

1. the criteria in selecting, citing, and synthesizing related literature

2. ethical standards in writing related literature

Performance Standards:
The learner is able to:

1. select, cite, and synthesize properly related literature

2. use sources according to ethical standards present written review
of related literature

[email protected] #09164565794
 Lesson 15
Writing the Literature Review

Learning Competency
1. Writes coherent review of literature CS_RS11-IIIf-j-1

Learning Objectives:
1. Examine the standard rules in using various resources;
2. Promote ethical and proficient review of literature by practicing the art of paraphrasing;
3. Write coherent review of literature.

PRE-ACTIVITY

Based on your prior knowledge and your Junior High School personal
experiences, what is a Literature Review? What are the formats and
rules you already know? Write your answer on the activity Sheet
provided for this lesson.

WHAT TO KNOW
Explore the art of paraphrasing and the standard rules in using various
resources in writing a qualitative research paper.

LITERATURE REVIEW
The “LITERATURE REVIEW” is an article written by an expert on the topic being
investigated. It is composed of those statements published in books, journals, periodicals or
from electronic sources. The researcher can present what expert says about the topic and
contrasts the same to what another person says about. Discussion of related readings should
follow the sequence of the specific questions.
Writing the related literature, the researchers should consider more updated references
particularly when the discussion is focused on innovations and continuous improvement. Local
literature should not be separated from foreign literature. “Author, Year” format should be
followed in making citations e.g. (Merle, 2014).
It is not a report of what has been done in relation to research proposal but rather it
contains an argument related to the gap in the literature.
It is not a summary of the existing studies, but rather the arguments are supported by
existing literature that highlight the importance of the research topic, gap/limitations/issues in
the existing knowledge and appropriate theory/ies that guide our overall research design.
STANDARD RULES IN USING VARIOUS RESOURCES
1. Resources must be timely and relevant. Whether published or unpublished resource
materials must be updated and related to the topic being investigated. As much as possible
it must be from 2015 onwards.
2. Resources must be written by canonical authors whose works are published and recognized
by reliable research organizations or publications. Wikipedias are not reliable source of
information and must not be used for research studies.
3. Authors of all resource materials must be fully recognized for their works through correct
and proper in-text citation. All rights to intellectual property must be respected to avoid
plagiarism. Materials lifted from electronic sources whose authors are unknown are not
reliable. Hence, they should not be taken as reference for research study.
 4. Paraphrasing must be used in using various text in an academic paper. It follows the
systematic procedures of summarizing, simplifying and synthesizing.
5. APA format must be used as a an acceptable format amongst research organizations.
6. All resource materials that are used in a research study must be included in the reference
list following a standard format observed by the research academe.

GENERAL GUIDELINES TO
WRITING A LITERATURE REVIEW
1. Introduce the literature review by pointing out the major research topic that will be
discussed.
2. Identify the broad problem area but don’t be too global (for example, discussing the
history of education when the topic is on specific instructional strategy)
3. Introduce the literature review by pointing out the major research topic that will be
discussed
4. Identify the broad problem area but don’t be too global (for example, discussing the
history of education when the topic is on specific instructional strategy)
5. Introduce the literature review by pointing out the major research topic that will be
discussed
6. Identify the broad problem area but don’t be too global (for example, discussing the
history of education when the topic is on specific instructional strategy)
7. Only research findings and statements which are related in purpose, methods or findings
to the present study should be included in the review.
8. Clarify the interrelationships of the studies reviewed and the present study. Point
weaknesses and strengths of each study reviewed.
9. Conflicting views of different authors and researchers should be linked together.
10. The researcher should put together findings that are the same to avoid duplication. Use
appropriate transitional devices to keep ideas moving in orderly from one paragraph to
another.
11. Include only those published within the last 10 years except those which are classics.
12. Thesis writers should include in their review of related studies the research findings.

ORGANIZING YOUR LITERATURE REVIEW

Topical Order - organize by main topics or issues; emphasize the relationship of the issues
to the main “problem”.
Chronological Order - organize the literature by the dates the research was published
Problem-Cause-Solution Order - organize the review so that it moves from the problem to
the solution.
General-to-Specific Order - (Also called the funnel approach) Examine broad-based
research first and then focus on specific studies that relate to the topic.
Specific-to-General Order - Try to make discuss specific research studies so conclusions
can be drawn
PLAGIARISM
Plagiarism includes:
➢ Using another writer’s words without proper citation
➢ Using another writer’s ideas without proper citation
➢ Citing a source but reproducing the exact word without quotation marks
➢ Borrowing the structure of another author’s phrases/sentences without giving the
source
➢ Borrowing all or part of another student’s paper
➢ Using paper-writing service or having a friend write the paper

Source: Closa, J. Writing the Research Literature Review. CAPABILITY BUILDING FOR TECHNICAL WORKING GROUP ON
THE RESEARCH PROPOSAL EVALUATION. Cherry Blossoms Hotel, 550 Jorge Bocobo Extension, Ermita, Manila
14-16 January, 2019
 Literature – all written articles from books whether printed or electronics, magazines,
newspapers, and other printed resources.
Studies – all academic papers published or unpublished like research projects, term
papers, thesis papers, journals or dissertations, science investigatory projects, and
feasibility studies.
PROCESS OF CONDUCTING LITERATURE REVIEW
R – ead the resources at least seven times until you fully grasp whether they are truly
related or have significant connections to your study. Common error among researchers is
they used resources without completely understanding its content and its context.
E – xamine the content and context of any resources as to relevance, timeliness, and
reliability. Researcher’s must ensure that these three essential characteristics of effective
resources for scientific study are given full attention.
V – alidate whether resources are recognized by credible research organizations or body
of research experts to ensure that they free of error’s, free of plagiarism, and free of biases.
I – nvestigate the opposing and uniting results or findings of the study for in-depth
connections or relationships to the phenomenon under investigation. Common error among
researchers is the failure to prove whether the resources they used really support or oppose
the research phenomenon.
E – valuate the sequential significance of each resources to the phenomenon or variables
under investigation. Researchers must ensure coherence, cohesion, conciseness,
correctness and completeness in the presentation of its content. After evaluation, it is easy
for researchers to choose the most appropriate standard format that must be used in writing.
W – rite is the final verb to complete the final stage of literature review. When all factors to
be considered are all observed, writing will be effective. Common error among researchers
is they write first without completely following the other essential factors which results to
waste of time, money and effort a’s well as failure in coming up with an effective and
organized literature review.
Resources: Castillo, MJ. S. (2018) Action Research Manual: A Step by Step Guide in Writing Action Research.
Second Edition. Best Action Research Paper in DepEd MIMAROPA 2nd Regional Research Summit, 2017. Parts of
the Action Research are taken from the study “Enhancing Teachers’ Proficiency in Conducting Action Research
through Intensive School-based Action Research Mentoring Program” (Castillo, Mendoza, Caibigan, 2017)

EXAMPLE OF LITERATURE REVIEW

➢ At the end of this section, an explanation of how the reviewed studies and
literature relate to the present should be presented. It should mention the similarities and
differences of the studies which were cited to the present investigation.

This study is anchored on relevant literature and studies which serve as Introductory
bases of the significance of action research. statement

Action research, also known as practitioner inquiry and teacher self-study,

is the process by which practitioners systematically examine authentic problems
of practice using the inquiry process of problem posing, data gathering, and data
analysis for the purpose of improving practices in the teaching profession
Sample Related
(Cochran-Smith & Lytle, 2009; Dana & Yendol-Hoppey, 2013).
Literature that
On the other hand, mentoring is a relationship-oriented and development- serve as the
driven process that is focused in honing up competence, confidence, connection, foundation of the
character, and care between the mentors and the mentees (Anagnou and study
Fragoulis, 2014).
 Meanwhile, Hoar, Levy and Robinson (2015) in their study titled
“Participatory Action Research in Native Communities: Cultural Opportunities
and Legal Implications” emphasized participatory action research (PAR) as an
effective tool in settling dispute resolutions and community development that
maximizes both the potential of researchers and the participants.

In addition, Gurung and Tshomo (2015), through their action research case
study were able to find strategies in encouraging responsible sexual behavior
amongst college youth in Paro College of Education. Their study brought
commendable results that serve as baseline data which help both their
administration and teachers in handling cases related to sexual behavior
amongst students. Thus, teachers were equipped of the necessary strategies
to understand better responsible sexual issues.
Sample
Furthermore, Tshomo and Lhaden (2015) used action research in finding Related
ways how to improve classroom reinforcement strategies to optimize pre-service Studies that
student teachers’ learning, thus, providing fellow teachers with practical fortify the
classroom management techniques in enhancing students’ participation in the conduct of the
teaching-learning process. study
Similar to this, Sherab (2015) utilized action research as tool in examining
his own teaching practices in bringing about improvement to student
engagement during the learning process. This practice helped him in decision
making what teaching strategies, approaches, and methods are appropriate for
a specific group of students.

Meanwhile, in the case of empowerment, Juujarvi and Lund (2015) in their

study titled “Participatory Action Research as a Practice of Empowerment in
Deprived Communities” proved that conduct of participatory action research
promotes dialogical reflections in the empowerment process. Both researchers
and participants are empowered to perform the assigned tasks and work hand-
in-hand to achieve the target output.

Another study titled “Action Research: A Tool for Improving Teacher

Quality and Classroom Practice” conducted by O’Connor, Greene, and
Anderson (2006) attested that action research enhances teachers’ proficiency
holistically in the field of service. It impacts both the teachers’ daily and future
instructional practices, empowers them to go beyond the comfort zone and gives Concluding
them new roles, teachers as researchers, and teachers as decision makers. statement that
highlights the
The abovementioned literature and studies will serve as the bases of the reason/s the
researcher in proving the necessity of having a school-based intensive action sources were
research mentoring as tool in enhancing teachers’ proficiency in conducting selected all
action research. Moreover, this study was anchored on significant theories throughout the
which serve as its foundation. conduct of the
study
Parts of the Action Research are taken from the study “Enhancing Teachers’ Proficiency in Conducting Action Research
through Intensive School-based Action Research Mentoring Program” (Castillo, Mendoza, Caibigan, 2017)

In writing the Review of Literature and Studies, the researchers must apply the art of
paraphrasing. Paraphrasing is the art of adopting or using relevant texts (Literature and Studies)
to the context of the researchers’ study following the basic procedures of summarizing,
simplifying and synthesizing.

Summarizing is the process of getting the main gist or point of the literature or related
study conducted. Meanwhile, simplifying is the practice of using a more comprehensible
language for the benefit of both the researchers and the target readers. On the other hand,
synthesizing is the development of the summarized and simplified text into a new form in
accord with the context of the study. This is written with appropriate and necessary citation to
avoid plagiarism.
The following are examples given for you:

Example 1
Jones's (1998) study found the following: Students often had difficulty using APA style,
especially when it was their first time citing sources. This difficulty could be attributed to Original Text
the fact that many students failed to purchase a style manual or to ask their teacher for
help (p. 199).

According to Jones (1998), APA style is a difficult citation format for first-time learners.
or Paraphrased
Text
APA style is a difficult citation format for first-time learners (Jones, 1998, p. 199).

Example 2
From a research paper titled “The Role of Information and Public Libraries in the
Learning and Development Process” by Delia E. Torrijos published in the Journal of Original Text
Philippine Librarianship, volume 15, 1992. The article can be read on page 6-25.

Public libraries are generally the institutional mechanism established by

governments to serve the traditional information needs of the general public. Very often
these libraries, except those operating in the cities and other big, urban areas, are the
most neglected, the most ill-equipped, and ill-prepared to render appropriate services to
a population which is expected to actively participate in a learning and development
process.

Torrijos (1992) states libraries are government mechanism that serves as the
traditional source of information of the public. The author also emphasized libraries that
are not operating in the cities are the most neglected, ill-equipped, and ill-prepared to Paraphrased
render appropriate services for the people (p.6-25). Text

Example 3

From an academic paper titled “Error Messages on Learning Micro-CDS/ISIS: The

Philippine Experience” by Maria Maura Salang in the Journal of the Philippine
Librarianship, Volume 15, 1992. The article can be read on pages 26-34.
Original Text
In the field of library and information science, an efficient information storage and
retrieval (ISAR) system is the kind of service that library staff strives for. According to
Nieuwenhuysen (1990), database management particularly management of structured
text information (such as a biographic description) is a more specific application, making
certain demands on the used software. However, for traditional library personnel who
have backlogs to attend to, computerization, specifically learning a new software is an
added burden. An easy to understand software is a welcome treat, but its user friendliness
is still hard to gauge.

Salang (1992) points out an efficient information storage and retrieval (ISAR) system
is what library staff strives for library and information science. Moreover, database
Paraphrased
(Nieuwenhuysen as cited by Salang 1992) which is management of structured text
information is making certain demands on the use of software. However, for traditional Text
library personnel with backlogs, learning a new software becomes a added burden that is
a welcome treat which user friendliness is hard to gauge (p. 26).

WHAT TO DO
As application of what you have learned in this lesson, the following
activities are set for you. Follow the directions correctly in each
activity according to the given rubrics. Write your answers on the
Activity Sheet provided for this lesson.
 Instructions: Prepare a list of resources related to your research
study. Follow the standard rules given in selecting various
APPLICATION
ACTIVITY
resources. Write your list in your Research notebook.

Instructions: Based on the knowledge you gained from this lesson,

select and list down at least ten (10) related literature and ten (10)
related studies. From these twenty resources, read well each and
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ASSESSMENT
follow the correct process in conducting literature review. Follow
AND the given rubrics accordingly.
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EVALUATION
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88
Areas to Performance Standards
Assess Unacceptable Acceptable Satisfactory Expected Beyond Expectation
Literature Review
Content/argum There is no focus The literature review is Literature review Literature review Literature review
ents in the not substantial enough provides a few provides evidence provides evidence that
literature to provide evidence/arguments that the study does the study does not
review evidence/arguments on why the study is not duplicate past or duplicate past or
the need to conduct the needed current research current research;
research literature review clearly
positions the ___ within
the existing body of
knowledge.
Depth of analysis Arguments are Arguments are Arguments are Arguments are
and/or critique of Arguments organized but not organized to reveal organized to reveal organized and
the existing presented are more effective in showing the the gap in the the gap in the accounts opposing
literature of report rather gap in the literature literature literature and are views to reveal
than a literature linked to the current insightful strengths and
review practices weaknesses of current
research and practices
Use of relevant Research literature A few research Half of the sources Presents in-depth Synthesize in-depth
literature is irrelevant literature is relevant but show a high level of information form information from the
representing limited representing limited relevance in relevant and current relevant sources
points of points of addressing the sources representing representing various
view/approaches view/approaches assessment task various points points of
views/approaches views/approaches
The succeeding criteria are applicable to all parts of the proposal.
Writing Style Topic sentences Topic sentence are Topic sentence offers All topic sentences Each topic sentence
lack clear ideas broad and vague; an argument but contain clear contains a clear
and are not paragraphs do not offer lacks focus; some of arguments but some argument; transitions of
supported; distinct points; most of the paragraphs are are poorly supported; each argument build
the supporting details poorly developed, some of the from the preceding
are dated; reasoning is hence weakens the paragraphs contain paragraph; majority of
faulty; essay; Each more information from the texts in each
argument does not research rather than paragraph is owns
build up from the own idea. thought; focus of the
previous paragraph essay is developed and
maintained in all
paragraphs.
Clarity, Quotes are not Quotations, citations Some of the Most of the Quotes and other
consistency and properly referenced and referencing are information are not references are authors’ views are
appropriateness and other research inconsistent; some of referenced; list of effectively used, introduced with a
of conventions literature are not the cited literature are literature is complete correctly cited and purposeful and detailed
for quoting, properly cited; missing in the reference correctly listed in the context; all references
paraphrasing, inconsistent entry list reference list are effectively used,
attributing of references in the according to APA correctly cited and
sources of reference list style. correctly listed in the
information, and reference list according
listing references to APA style.
 Clarity and Tables/diagrams Numbered but the title Consistent in Numbered but the title Numbered and the title
consistency in are not numbered does not capture the numbering but some is too wordy enhances the clarity of
presenting tables and labelled content; some of the titles do not the content of the
and diagrams inconsistency in capture the content of table/diagram
numbering and titles the table/diagram
Clarity and Contains many Contains a few spelling, Well written for the Well written for the Sentences vary in
appropriateness spelling, punctuations and most part, without most part, without length and structure;
of sentence punctuations and grammar errors; many spelling , spelling, punctuations academic tone;
structure, grammar errors; jargons/slangs and punctuations or or grammar error; adheres to the word
vocabulary use, sentence structures inappropriate use of grammar error but appropriate words are limit; words used are
spelling, do not vary- too words; use of with jargons and used; within the word intelligent and precise;
punctuation and long and too short; contractions; does not inappropriate word limit effective use of
word length does not meet the meet the word limit choices; within the transition signals
word limit word limit
Source: Closa, J. Writing the Research Literature Review. CAPABILITY BUILDING FOR TECHNICAL WORKING GROUP ON
THE RESEARCH PROPOSAL EVALUATION. Cherry Blossoms Hotel, 550 Jorge Bocobo Extension, Ermita, Manila
14-16 January, 2019

Lesson 16
The MLA, Chicago and APA Format
Learning Competency:
1. follows ethical standards in writing related literature CS_RS11-IIIf-j-5

Learning Objectives:
1. Critique the salient features of the MLA, Chicago and APA Format;
2. Support the newest trends in writing related literature by choosing the most
appropriate format;
3. Apply the ethical standards in designing a logically organized related literature.

PRE-ACTIVITY
Based on your prior knowledge, are you familiar with the different
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standard formats TO KNOW8888
in writing the literature review. If yes, critique their
respective salient features. Write your answers on your Research
Notebook.
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Explore the salient features of Modern Language Association (MLA),
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Chicago and American Psychological Association (APA) format.
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THE MODERN LANGUAGE ASSOCIATION (MLA) FORMAT
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MLA style is most commonly used to cite sources within the language arts, cultural
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studies, and other humanities disciplines. This resource, revised according to the 8th edition of
the MLA manual, offers 88888888888888888888888888888888888888888888888888888888
examples for the general format of MLA research papers, in-text
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citations, and the Works Cited page.
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General Guidelines
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1. Type your paper on a computer and print it out on standard, white 8.5 x 11-inch paper.
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2. Double-space the text of your paper and use a legible font (e.g. Times New Roman).
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3. Whatever font you choose, MLA recommends that the regular and italics type styles contrast
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enough that they are each distinct from one another. The font size should be 12 pt.
4. Leave only one space88888888888888888888888888888888888888888888888888888888
after periods or other punctuation marks (unless otherwise prompted
888 the margins of your document to 1 inch on all sides.
by your instructor).Set
5. Indent the first line of each paragraph one half-inch from the left margin. MLA recommends
that you use the “Tab” key as opposed to pushing the space bar five times.
6. Create a header that numbers all pages consecutively in the upper right-hand corner, one-
half inch from the top and flush with the right margin. (Note: Your instructor may ask that
you omit the number on your first page. Always follow your instructor's guidelines.)
7. Use italics throughout your essay to indicate the titles of longer works and, only when
absolutely necessary, provide emphasis. If you have any endnotes, include them on a
separate page before your Works Cited page. Entitle the section Notes (centered,
unformatted).
 THE CHICAGO MANUAL OF STYLE (CMOS)
The Chicago Manual of Style (CMOS) covers a variety of topics from manuscript
preparation and publication to grammar, usage, and documentation, and as such, it has been
lovingly dubbed the “editor's bible.”
The Chicago Notes and Bibliography (NB) system is often used in the humanities to
provides writers with a system for referencing their sources through the use of footnotes,
endnotes, and through the use of a bibliography. This offers writers a flexible option for citation
and provides an outlet for commenting on those sources, if needed. Proper use of the Notes
and Bibliography system builds a writer’s credibility by demonstrating their accountability to
source material. In addition, it can protect writers from accusations of plagiarism, which is the
intentional or accidental uncredited use of source material created by others.
Common Elements
All entries in the bibliography will include the author (or editor, compiler, translator), title, and
publication information.
Author Names
The author’s name is inverted in the bibliography, placing the last name first and separating
the last name and first name with a comma; for example, John Smith becomes Smith, John.
Titles
Titles of books and journals are italicized. Titles of articles, chapters, poems, etc. are placed
in quotation marks.
Publication Information
The year of publication is listed after the publisher or journal name.
Punctuation
In a bibliography, all major elements are separated by periods.
AMERICAN PSYCHOLOGICAL ASSOCIATION (APA) FORMAT
APA (American Psychological Association) style is most commonly used to cite
sources within the social sciences. This resource, revised according to the 7th edition of the
APA manual, offers examples for the general format of APA research papers, in-text citations,
endnotes/footnotes, and the reference page.

General APA Guidelines

Your essay should be typed and double-spaced on standard-sized paper (8.5" x 11"),
with 1" margins on all sides. Include a page header (also known as the “running head”) at
the top of every page. For a professional paper, this includes your paper title and the page
number. For a student paper, this only includes the page number. To create a page
header/running head, insert page numbers flush right. Then type "TITLE OF YOUR PAPER"
in the header flush left using all capital letters. The running head is a shortened version of
your paper's title and cannot exceed 50 characters including spacing and punctuation.
Font
The 7th edition of the APA Publication Manual requires that the chosen font be
accessible (i.e., legible) to all readers and that it be used consistently throughout the paper.
It acknowledges that many font choices are legitimate, and it advises writers to check with
their publishers, instructors, or institutions for guidance in cases of uncertainty.
While the APA Manual does not specify a single font or set of fonts for professional
writing, it does recommend a few fonts that are widely available. These include sans serif
fonts such as 11-point Calibri, 11-point Arial, and 10-point Lucida Sans Unicode as well as
serif fonts such as 12-point Times New Roman, 11-point Georgia, 10-point Computer Modern.
 1. Plagiarism
Plagiarism is an act of claiming another’s work or copying a portion of someone else’s
writing. If copying another researcher’s ideas cannot be avoided, proper citation must be done.
In most universities, plagiarism is a breach of the student code of conduct and can result in
failure of the course subject or even expulsion from the institution.

2. Self-Plagiarism
Self-plagiarism is defined when the researchers reuse their own work or data in a new
written product without letting the readers know that the manuscript already appeared in
another literature. The available literature on self-plagiarism concerns with major problems
such as publishing what is substantially the same paper in more than one research journal
without any indication that it has been published already, or dividing an extensive study that
should have been reported in a single paper into smaller published researches. The practice
of text recycling and copyright infringement are also included.

3. Copyright
For researchers who want their papers to be published in conventional journals, the usual
agreement is for the copyright of the researcher’s work to be transferred to the publisher of that
journal. In this case, the publisher of the journal can reproduce and distribute the research
legally. However, most journals nowadays maintain the researcher’s ownership of their work,
but both parties agreed on the journal’s right to publish and reuse the manuscript. In case of
‘Open Access’ journals, the researchers agree to allow free dissemination of one’s work without
their permission.

Purdue University Online Library. Various Standard Formats in Writng Academic Paper Retrieved from
https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_general_format.html

WHAT TO DO
As application of what you have learned in this lesson, the following
activities are set for you. Follow the directions correctly in each
activity according to the given rubrics. Write your answers on the
Activity Sheet provided for this lesson.

Instructions: Using a graphic organizer, differentiate the different

APPLICATION standard formats used in academic writing. Write your answer on
ACTIVITY
your Research Notebook.

Instructions: Based on the knowledge you gained from this lesson,

ASSESSMENT
finalize your Research Chapter 2 by following the ethical ‘standards
AND in writing literature review. Continue what you had started in Lesson
EVALUATION
15. Your FINAL OUTPUT will be graded using the rubrics in Lesson
15.
 EXAMPLE OF RESEARCH CHAPTER II

CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES

This study is anchored on relevant literature and studies which serve as bases of the
significance of action research.

Related Literature

Action research, also known as practitioner inquiry and teacher self-study, is the process
by which practitioners systematically examine authentic problems of practice using the inquiry
process of problem posing, data gathering, and data analysis for the purpose of improving
practices in the teaching profession (Cochran-Smith & Lytle, 2009; Dana & Yendol-Hoppey,
2013).

On the other hand, mentoring is a relationship-oriented and development-driven process

that is focused in honing up competence, confidence, connection, character, and care between
the mentors and the mentees (Anagnou and Fragoulis, 2014).

Action research and mentoring are interrelated concepts that go hand-in-hand in honing
an individual to a comprehensive holistic development scheme that serves as avenue for in-depth
relationship and partnership in solving simple or complicated problems in an organization
especially in school. Through mentoring, the difficulties and problems encountered by the
researchers are addressed through collaborative partnership. It is where the life and person of an
individual is transformed and maximize his potential, develop his skills, improve his performance
and become the person he wants to be through the guidance and instruction given by his mentors.

Over the years, action research has become a prominent strategy for professional
enhancement in pre-service and in-service teacher education. In most organizations, it serves
as a common strategy used by teacher educators, and increasingly by school leaders (Dana,
2009; Darling Hammond et al., 2009) to better understand their pedagogical practice.

Clearing the lines between researcher and practitioner, quantitative and qualitative
methods, action research offers contextualized and localized approach in problem solving.
Scholars have advocated the benefits of modelling research in the field of leadership education
on practices common in teacher education (Carver C. & Klein Z. 2013) in order to come up with
relevant and timely solution to existing institutional or organizational problems.

Moreover, it is also attested by Jensen (2012) that one of the effective Professional
Development (PD) strategies for teachers is conducting an action research that centers on the
teaching profession. The more a teacher is exposed to action research, the more he becomes
objective in dealing with problem solving in various areas of concerns. Thus, improving his
performance in dealing with real-life school needs and demands. In addition, it is a good ground
for dynamic and consistent mentoring among mentors in addressing problems and providing
solutions in the form of innovations.

Furthermore, Smeed and Kimber; and Millwater and Ehrich (2009) mentioned that
teachers’ engagement in research is one avenue of developing them in the leadership arena in
improving instructions, making innovations in instructional method, and in making difference while
coping with the global trends in education. They stressed that more teachers’ involvement in
research is a good indicator that the educational institution is a high performing school.

Parallel to this, the Code of Ethics for Professional Teachers in Article IV, Section 2
(Racadio, et al., 2015) highlighted the responsibility of every teacher to pursue excellence in the
practice of profession. It is anchored to the DepEd vision which states that as a learner-centered
public institution, it continuously improves itself to better serve its stakeholders. Hence, through
action research the DepEd vision statement will be materialized.
Related Studies

Through the continuous conduct of action researches in the teaching profession, teachers
could have a consistent evaluation of the present curriculum concerns and problems encountered
in its implementation.

Meanwhile, Hoar, Levy and Robinson (2015) in their study titled “Participatory Action
Research in Native Communities: Cultural Opportunities and Legal Implications” emphasized
participatory action research (PAR) as an effective tool in settling dispute resolutions and
community development that maximizes both the potential of researchers and the participants.

In addition, Gurung and Tshomo (2015), through their action research case study were
able to find strategies in encouraging responsible sexual behavior amongst college youth in Paro
College of Education. Their study brought commendable results that serve as baseline data
which help both their administration and teachers in handling cases related to sexual behavior
amongst students. Thus, teachers were equipped of the necessary strategies to understand
better responsible sexual issues.

Furthermore, Tshomo and Lhaden (2015) used action research in finding ways how to
improve classroom reinforcement strategies to optimize pre-service student teachers’ learning,
thus, providing fellow teachers with practical classroom management techniques in enhancing
students’ participation in the teaching-learning process.

Similar to this, Sherab (2015) utilized action research as tool in examining his own
teaching practices in bringing about improvement to student engagement during the learning
process. This practice helped him in decision making what teaching strategies, approaches, and
methods are appropriate for a specific group of students.

Meanwhile, in the case of empowerment, Juujarvi and Lund (2015) in their study titled
“Participatory Action Research as a Practice of Empowerment in Deprived Communities” proved
that conduct of participatory action research promotes dialogical reflections in the empowerment
process. Both researchers and participants are empowered to perform the assigned tasks and
work hand-in-hand to achieve the target output.

Another study titled “Action Research: A Tool for Improving Teacher Quality and
Classroom Practice” conducted by O’Connor, Greene, and Anderson (2006) attested that action
research enhances teachers’ proficiency holistically in the field of service. It impacts both the
teachers’ daily and future instructional practices, empowers them to go beyond the comfort zone
and gives them new roles, teachers as researchers, and teachers as decision makers.

The abovementioned literature and studies served as the bases of the researcher in
proving the necessity of having a school-based intensive action research mentoring as tool in
enhancing teachers’ proficiency in conducting action research. Moreover, this study was
anchored on significant theories which serve as its foundation.

Parts of the Action Research are taken from the study “Enhancing Teachers’ Proficiency in Conducting Action Research
through Intensive School-based Action Research Mentoring Program” (Castillo, Mendoza, Caibigan, 2017)

Lesson 17
Presentation of the Research Literature Revie[w

Learning Competency:
1. Indicates scope and delimitation of research CS_RS11-IIIc-e-5

Learning Objectives:
1. Demonstrate the art of writing the literature review using the using the R-E-V-I-
E-W format;
2. Advocate innovative presentation of written literature review by selecting the
most appropriate strategy;
3. Present a logically organized literature review in the class.
4. (Presentation of the complete Research Chapter II)study.
 PRE-ACTIVITY
Based on your prior knowledge and your Junior High School personal
experiences, how do you present literature review? Share your personal
story of your experiential learning in literature review presentation. Write
your story in your Research Notebook.

WHAT TO KNOW
Explore the different strategies in presenting literature review.

INNOVATIVE PRESENTATION OF THE RESEARCH LITERATURE REVIEW

Creative Paper Presentation – in the times of pandemic every researcher who is under
local community condition observing the prescribed health protocols, is encouraged to use
the local indigenous materials in producing creative outputs while giving emphasis to the
content of his/her presentation Paper presentation can be creative as it can be if one is
resourceful enough in finding strategic means in doing one’s output without compromising
its essential content.
Creative Video Production – in the world of technology, one of the most trending strategy
in Research Presentation is through digital interactive video production. Researchers set
up all the necessary materials, prepare the scripts, organize the sequence of the content
presentation, prepares themselves for their best camera self-projection, and start recording
the whole project. The benefits of creative video production are:
1. Scripts are organized, so less error is expected in the
2. All sequences are set beforehand by the researchers.
3. Parts can be edited any time before submission.
4. Researchers can rehearse on their parts which boost confidence in front of the
camera.
5. The over-all output is controlled and managed by the researchers themselves in
their set target time.
Creative Online Oral Presentation using Microsoft Power Point – when camera and
other video production paraphernalia are not available, researchers can utilize creative
online oral presentation of their research study by maximizing various social platforms like
Zoom, Google Meet, Messenger, Face-book Group Conferencing and YouTube Live
Streaming. By simply preparing organized and informative power point presentations,
researchers can defend their Research study innovatively. They can control the scope of
their audience with their chosen media.

WHAT TO DO
As application of what you have learned in this lesson, the following
activities are set for you. Follow the directions correctly in each
activity according to the given rubrics. Write your answers on the
Activity Sheet provided for this lesson.

Instructions: As proof that you truly conducted a literature review,

make a portfolio of your used resources, for online and e-module
APPLICATION learning modality, you will submit an e-portfolio of your compiled
ACTIVITY resources. Meanwhile, for printed learning modality, you will submit
together with your assessment activity, a compilation of your used
resources.
 Instructions: Based on the knowledge you gained from this lesson,
create an innovative presentation of your RESEARCH
ASSESSMENT
AND LITERATURE REVIEW. If you belong to the Printed Modular
EVALUATION Distance Learning Group, write in 8 Long Bond Papers the content
of your presentation. On the other hand, if you belong to the Online
Modular Distance Learning Group, submit an innovative
presentation of your Research Chapter II highlighting your defense
why you included them in your literature review using a video
production or a live online defense on the given schedule.

RUBRICS FOR ASSESSMENT AND EVALUATION OF STUDENTS’ OUTPUT

RESEARCH CHAPTER II PRESENTATION
Related Literature rate Weight
1. The research literature is written by canonical/reliable authors Multiply the mean
2. The research literature underwent thorough paraphrasing by (.25)
3. The research literature is timely and relevant (updated 2015 onwards)
4. The research literature supports the phenomenon under investigation
5. The research literature is free from all forms of plagiarism
mean
Related Studies rate Weight
1. The related studies are taken from reliable publications/journals Multiply the mean
2. The related studies follow the APA standard rules. by (.25)
3. The related studies is free from all forms of plagiarism
4. The related studies strengthen the phenomenon under investigation
5. The related studies observed correct paraphrasing and in-text citation.
mean
Research Presentation rate Weight
1. The researchers prepared the over-all paper with quality. Multiply the mean
2. The researchers are creative and resourceful in selecting the appropriate media for by (.50)
presentation.
3. Salient features of Research Chapter II are clearly presented.
4. Work delegation and teamwork are visible.
5. The over-all presentation highlights the whole Chapter II
mean
Overall rate (add the weighted score and multiply by 20)
Note: passing score is 70
Design adopted from Dr. Cirilo Ilaga Jr. Research Self Evaluation Tool. 2016.

Source: Best Action Research Paper in DepEd MIMAROPA 2nd Regional Research Summit, 2017. Parts of the Action
Research are taken from the study “Enhancing Teachers’ Proficiency in Conducting Action Research through Intensive School-
based Action Research Mentoring Program” (Castillo, Mendoza, Caibigan, 2017)

Name: ___________________________________ Grade and Section: __________________

Parents’ Signature: ______________________________________ Score: ______________

General Instructions: Use SHORT BOND PAPERS in accomplishing your whole Research Chapter II.
Observe 1x1x1x1 margins. Write using a single-spaced format. You need to connect your Assessment
Activities from Lesson 15 onwards to Lesson 17 to complete your whole Research Chapter II. Follow
the rubrics in accomplishing your Research Paper. Concrete example of the Research Chapter II is given
in Lesson 16.
 NOTICE FOR THE USERS
The contents of this SLMs were taken from the Action Research Manual:
Step by Step Guide in Writing Action Research presented to the Department of
Education Region IV MIMAROPA, whereas, personal letters of permission were
given to the original resource persons to be able for the Manual to be completed.

Meanwhile, rubrics for rapid assessment and other examples were adopted from the
power point presentation lectures of various speakers in the CAPABILITY BUILDING FOR
TECHNICAL WORKING GROUP ON THE RESEARCH PROPOSAL EVALUATION at Cherry
Blossoms Hotel, 550 Jorge Bonobo Extension, Ermita, Manila 14-16 January, 2019.

In addition, majority of the research parts were taken from the original paper submitted
to the Department of Education Region