Inquiries, Investigations

and Immersion
Quarter 3 – Module 3:
Selecting Relevant Literature
Inquiries, Investigations and Immersion
Alternative Delivery Mode
Quarter 3 – Module 3: Selecting Relevant Literature
First Edition, 2020

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Inquiries, Investigations
and Immersion
Quarter 3 – Module 3:
Selecting Relevant Literature
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners,
can continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you step-by-
step as you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in each

SLM. This will tell you if you need to proceed on completing this module or if you
need to ask your facilitator or your teacher’s assistance for better understanding of
the lesson. At the end of each module, you need to answer the post-test to self-check
your learning. Answer keys are provided for each activity and test. We trust that you
will be honest in using these.

In addition to the material in the main text, Notes to the Teacher are also
provided to our facilitators and parents for strategies and reminders on how they can
best help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on any part
of this SLM. Use a separate sheet of paper in answering the exercises and tests. And
read the instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in answering the
tasks in this module, do not hesitate to consult your teacher or facilitator.

Thank you.

1
 What I Need to Know

Now that you are done identifying your angle of inquiry through your
statement of the problem, the next step is to write your literature review. It is
an integral part in the research process because it establishes the existing
body of knowledge on your topic.

As a researcher, it is your task to carefully evaluate your relevant literature

since this will verify the gap on the current status of your research topic.
Proving that there is more to tackle in your research topic shows the need to
conduct your research.

After this module, you are expected to:

1. determine the goals of a literature review; and

2. distinguish the five basic criteria for evaluating literature.

2
 What I Know

Using the clues given below, arrange the scrambled letters to form a word
associated with literature review. Write your answers on your notebook.

AUCACYRC 1. The reliability and correctness of information

CYCUNRER 2. The state of being commonly known or accepted
AIRUHTOY 3. The qualifications of the author to write on the
topic
REEELNVCA 4. The degree to which the information is useful or
related to another
STHEYNISS 5. Putting together materials from different sources
into an integrated whole
CLIIYTIDERB 6. The extent to which a research account is
believable and appropriate
LKINEGA 7. Forming of connections between the prior and the
existing body of knowledge
GPA 8. A topic or area for which missing or insufficient
information limits the ability to reach a
conclusion for a question
O C J I V I Y T E B T 9. The fact of being based on facts and not influenced
by personal beliefs or feelings
CAVOREEG 10. The extent to which literature meets the needs
and depth of the research topic

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 Lesson
Selecting Relevant
1 Literature

Selecting relevant literature will help you to segregate the known and the
unknown information in a topic. Some research undertakings are conducted
to disprove, redefine or even replicate what is already established. Others seek
to explore an unfamiliar concept or idea. Thus, doing a literature review
clarifies your research focus within the context of your field.

Some people mistook this part for a mere record of who wrote, what and when
of information connected to the study. However, the presence of literature
review demonstrates the soundness of the research while highlights what this
new research can address.

This module will make you understand the goals of writing a literature review.
In addition, your higher order thinking skills will be improved as you become
critical of what you include in your research paper.

What’s In

Draw a happy face ☺ if the statement describes the goal of literature review
and a sad face  if otherwise. Write your answers on your notebook.

1. Stimulates new ideas

2. Suggests hypotheses for replication
3. Establishes the credibility of research
4. Generalizes the context of the research
5. Delinks the current to the prior research
6. Integrates what is known in an area or field
7. Summarizes what is known in an area or field
8. Makes a connection between the research and the existing body of knowledge
9. Decreases a reader’s confidence in the researcher’s professional competence
10. Points out areas where prior studies agree, disagree and where major
questions remain

4
 Notes to the Teacher
This module will assist the learners in getting the full grasp
of their research topic as they read on a variety of literature.
Learners must be taught how to think critically and be
selective of the information they include in their research.

What’s New

Recall the moment when you were about to choose your strand for senior high
school. Share the things you considered in your decision-making process.
Make your story meaningful and interesting by taking us into the exact
moment you knew you have made up your mind. Write your answers in three
to ten sentences on your notebook. (10 points)

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

5
 What is It

Just like the process you underwent when you were choosing your strand,
selecting the literature to be included in your research needs a lot of critical
thinking. You aspire to be successful someday through your chosen strand
that is why you made sure to come up with the right decision. You may have
considered your intellectual ability, talent, interest, opportunities in the field
and the like. The same is true in choosing literature for your study. Careful
evaluation must be done in order for you to identify what new information you
can give to the existing pool of knowledge. As discussed in your previous
research subjects, one of the purposes of conducting a research is to generate
new knowledge in an attempt to better our lives.

Literature, in the context of research, refers to a collection of published

information or materials on a particular area of research or topic, such as
books and journal articles of academic value.

On the other hand, a literature review is a process of studying what has

already been written on a particular topic. The process involves identifying,
locating, and analyzing documents that contain information related to a
researcher’s research topic (Avilla, 2016). Likewise, Aveyard (2010) defined it
as a "comprehensive study and interpretation of literature that addresses a
specific topic."

Prieto, et. al (2017) listed down the purposes for which literature review is
done:

GOALS OF LITERATURE REVIEW

1. To demonstrate a familiarity with a body of knowledge and establish
credibility. A good review increases a reader’s confidence in the researcher’s
professional competence, ability and background.
2. To show the path of prior research and how a current project is linked to it.
A good review places a research project in a context and demonstrates its
relevance by making connections to a body of knowledge.
3. To integrate and summarize what is known in an area. A good review
points out areas where prior studies agree, where they disagree and where
major questions remain. It also indicates the directions for future research.
4. To learn from others and stimulate new ideas. A good review identifies
blind alleys and suggests hypotheses for replication and gain new insights.

Source: Nelia G. Prieto, Victoria G. Naval and Teresita G. Carey, Practical Research 2
for Senior High School Quezon City: Lorimar Publishing, Inc., 2017, 56.

6
As you look for literature to incorporate in your review, you have to eye the
most valuable and pertinent information to your study. Hence, you do not list
everything you find especially resources that are not collected by an academic
library.

The following are the five basic criteria for evaluating information from any
sources:
CRITERIA QUESTIONS TO ASK

• Is the information reliable?

• Is the information error-free?
Accuracy
• Is the information based on proven facts?
• Can the information be verified against other reliable
sources?
• Who is the author?
• Does he or she have the qualifications to speak or write
Authority on that topic?
• Is the author affiliated with a reputable university or
organization in this subject field?
• What is the intended purpose of the information?
Objectivity • Is the information facts or opinions?
• Is the information biased?
• When was the information published?
Currency • Is the information current or outdated?
• Does currency matter in this topic?
• Does the information covered meet your information
Coverage
needs?
• Does it provide basic or in-depth coverage?

Source: “Literature Review - Finding the Resources,” University of Hong Kong, last
modified January 22, 2021, https://libguides.library.cityu.edu.hk/lit
review/evaluating-sources.

If most of the questions above garnered a positive response then most

probably, your information source at hand is adequate to support your
research topic.

7
 What’s More

A. Give the criteria in evaluating literature employed in the following

statements. Choose you answers from the box below. Write your
answers on your notebook.

accuracy authority objectivity currency coverage

1. “This paper is a little too outdated. This won’t do.”

2. “This does not go along with my research topic. I won’t need this.”
3. “This paper has just been conducted last year. This suits my study.”
4. “This paper went through a peer evaluation. This must be a thorough
research.”
5. “Upon reading the title, I thought it is relevant to my study, but as I read
on, it is not.”
6. “I have read the qualifications of this author and he is a doctor. I will
include this.”
7. “The results of this research were also proven in the previous research I
read. I will include this.”
8. “I wonder why the conclusion of this research was not congruent to his
results. I will discard this.”
9. “This study was conducted in the late 90s. This does no longer apply in
today’s world. I will look for another.”
10. “Oh, this education-related research was conducted by a professor emeritus
from Harvard University. This shall go on my list.”

8
B. Supply the missing information in the concept map below to illustrate
your understanding about the goals of literature review. Write your
answers on your notebook.

11.______________________ Literature review

a collection of published 12. ______________________
information or materials __________________________
on a particular area of __________________________
research or topic

GOALS OF LITERATURE
REVIEW

To 15.________
13.__________ 14._________
demonstrate ___________
_____________ ____________
a familiarity ___________
_____________ ____________
with a body ___________
_____________ ____________
of knowledge ___________
_____________ ____________
and ___________
_____________ ____________
establish ___________
_____________ ____________
credibility _

9
 What I Have Learned

Reflect on your learnings and answer each question in three or more

sentences. Write your answers on your notebook. (10 points each)

1. Do you think a research is complete without a review of relevant literature?

Why?

2. Why is there a need to evaluate a source of information before including it

in your literature review?

10
 What I Can Do

Evaluate the research abstract below by filling out the needed information
in the table below. Write your answers on your notebook.

Research Title: Psychological impact of COVID-19 pandemic in the

Philippines
Abstract:
The 2019 coronavirus disease (COVID-19) pandemic poses a threat
to societies’ mental health. This study examined the prevalence of
psychiatric symptoms and identified the factors contributing to
psychological impact in the Philippines. A total of 1879 completed
online surveys were gathered from March 28-April 12, 2020.
Collected data included socio-demographics, health status, contact
history, COVID-19 knowledge and concerns, precautionary
measures, information needs, the Depression, Anxiety and Stress
Scales (DASS-21) and the Impact of Events Scale-Revised (IES-R)
ratings. The IES-R mean score was 19.57 (SD=13.12) while the
DASS-21 mean score was 25.94 (SD=20.59). In total, 16.3% of
respondents rated the psychological impact of the outbreak as
moderate-to-severe; 16.9% reported moderate-to-severe depressive
symptoms; 28.8% had moderate-to-severe anxiety levels; and
13.4% had moderate-to-severe stress levels. Female gender; youth
age; single status; students; specific symptoms; recent imposed
quarantine; prolonged home-stay; and reports of poor health status,
unnecessary worry, concerns for family members, and
discrimination were significantly associated with greater
psychological impact of the pandemic and higher levels of stress,
anxiety and depression (p<0.05). Adequate health information,
having grown-up children, perception of good health status and
confidence in doctors’ abilities were significantly associated with
lesser psychological impact of the pandemic and lower levels of
stress, anxiety and depression (p<0.05). An English online survey
was used. During the early phase of the pandemic in the
Philippines, one-fourth of respondents reported moderate-to-severe
anxiety and one-sixth reported moderate-to-severe depression and
psychological impact. The factors identified can be used to devise
effective psychological support strategies.

Source: Michael L. Tee, et. al, “Psychological impact of COVID-19 pandemic

in the Philippines,” Journal of Affective Disorders 227 2020: 379-391,
accessed February 2, 2021, doi:
https://doi.org/10.1016/j.jad.2020.08.043

11
 ANSWERS JUSTIFICATIONS
QUESTIONS
(YES or NO) (Explain your answer briefly.)
Is the information
accurate?
Do the authors have the
authority to write on this
topic?
Is the information
objective?
Is the information current
or outdated?
Does it provide basic or in-
depth information?
Based on your evaluation,
can you recommend this
literature?

12
 Assessment

A. Read the questions on evaluating literature carefully and choose the letter
of the best answer. Write your answers on your notebook.
1. Which criterion is observed when your chosen information provides
your research needs?
A. coverage
B. authority
C. credibility
D. objectivity
2. Which criterion is observed when your chosen information was
interpreted without any bias?
A. accuracy
B. authority
C. credibility
D. objectivity
3. Which criterion is observed when your chosen information is still
commonly known, in use or accepted?
A. currency
B. coverage
C. accuracy
D. objectivity
4. Which criterion is observed when you chose information based on its
reliability and correctness?
A. coverage
B. accuracy
C. credibility
D. objectivity
5. Which criterion is observed when the author of your chosen information
has the qualifications to write on that specific topic?
A. accuracy
B. authority
C. credibility
D. objectivity

13
B. Explain the goals of writing the literature review using the five words that
you will choose from the word cloud below. Answer in three to five
sentences. Write your answers on your notebook.

14
 Additional Activities

Consider the following guidelines in evaluating literature and look for at least
two literature relevant to your chosen research topic in the previous modules.
Write your answers on your notebook.

Research Title:
Influence of Internet Based Marketing Activities
on Digital Consumer’s Mind
Title of the Literature Gist
(Give the title of your selected (Give the most important information
book, journal, article, magazine, in your selected source that is
newspaper or any published relevant to your topic.)
source of information.)
For example: Social media platforms shape the
“Relationship Marketing: minds of their readers.
bringing quality customer
service and marketing together”
1.

2.

15
Rubric for What’s New
5 3 1
Criteria/ Excellent/ Satisfactory Needs
Indicators Outstanding Improvement

Quality of answer The answer The answer The answer

demonstrates shows adequate shows little
full understanding understanding
understanding of the task with of the task with
of the task few details or no detail or
elaboration elaboration
Sentence fluency Sentences are Sentences are Sentences are
complete and complete and incomplete or
they connect to able to be too long and not
one another understood easily
easily understood

Rubric for What I Have Learned and Assessment B

5 3 1
Criteria/ Excellent/ Satisfactory Needs
Indicators Outstanding Improvement

Quality of answer The answer The answer The answer

demonstrates shows adequate shows little
full knowledge of knowledge of the
understanding concept with few concept with no
of the concept details or detail or
elaboration elaboration
Sentence fluency Sentences are Sentences are Sentences are
complete and complete and incomplete or
they connect to able to be too long and not
one another understood easily
easily understood

16
Rubric for Additional Activity
5 3 1
Criteria/ Excellent/ Satisfactory Needs
Indicators Outstanding Improvement

Appropriateness The elements The elements are The elements are

of elements are exactly appropriate to inappropriate to
appropriate to what is being what is being
what is being asked with few asked with many
asked misplaced details misplaced details
Specificity of The elements The elements The elements
elements clarify the point slightly clarify the make the point of
of the inquiry of point of the the inquiry of the
the research inquiry of the research vague
research and broad

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