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Module Research

This document is a self-learning module for Senior High School students focusing on qualitative research. It includes guidelines for writing literature reviews, selecting relevant literature, and citing sources using standard styles like APA and MLA. The module aims to enhance students' research skills through structured activities and assessments.

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0% found this document useful (0 votes)
10 views60 pages

Module Research

This document is a self-learning module for Senior High School students focusing on qualitative research. It includes guidelines for writing literature reviews, selecting relevant literature, and citing sources using standard styles like APA and MLA. The module aims to enhance students' research skills through structured activities and assessments.

Uploaded by

kimmjaelenamana
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Practical Research 1

Quarter 2 - Module 4:
Qualitative Research
CO_Q2_SHSPractical Research
_Module
1 4
Practical Research 1 – Senior High School
Alternative Delivery Mode
First Edition, 2019
Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency
or office wherein the work is created shall be necessary for exploitation of such work for
profit. Such agency or office may among other things, impose as a condition the payment
of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names
trademarks, etc.) included in this book are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor
represent nor claim ownership over them.

Published by the Department of Education


Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module:

Author: Mitzie Marish L. Bocayong, Korina B. Alonsabe Nadizda


Pascual, Juvy T.Importante,MATSPED, MAGC, RGC , Jay
L. Caballero, Rublyn P. Fabre,
Susan T. Aparejo, PhD
,
Chona M. Colonia, PhD, Karen A. Serrania

Editors: Jane Charity E. Madronero


, Anthony P. Marollano
, Chelou
M. Tizon

Reviewers: May P. Edullantes, EPS


-LRMDS

Illustrator: Jay Michael A. Calipusan


, S. Aparejo, R. Fabre

Layout & Design Evaluator: Allan H. Guibone

ManagementTeam
Chairperson: Dr. Arturo B. Bayocot, CESO
III
Regional Director
Co-Chairpersons: Dr. Victor G. De Gracia
Jr., CESOV
Asst. Regional Director
Mala Epra B. Magnaong
CES, CLMD
Members: Dr. Bienvenido U.Tagolimot,
Jr.
Regional ADM Coordinator
Dr. Marie Emerald A. Cabigas
RegionalEPS,LRMDS

Printed in the Philippines by __________________

Department of Education – REGION 10


Office Address : Zone 1, Upper Balulang, Cagayan de Oro City 9000
Telephone : (088) 880-7071, (088) 880-7072
E-mail Address : region10@deped.gov.ph
Practical Research 1
Quarter 2 - Module 4:
Qualitative Research

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-
bystep 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.
What I need to know
Introduction

In the previous module, you have learned about the definition of research, its purpose,
its types, and its significance. You have also learned how to write a rationale, research
questions, scope and limitation, and significance of the study.
In this lesson, you will learn how to write literature review which is significant in
establishing the gaps and rationale in the research. By doing this, you need time to
understand the step- by - step procedure in writing literature review. Read and reread the
steps given and see the examples that will guide you in this endeavor.

Reviewing the literature requires the ability to juggle multiple tasks, from finding and
evaluating relevant material to synthesizing information from various sources, from critical
thinking to paraphrasing, evaluating, and citation skills (Budgen & Brereton, 2006).

Writing review of related literature does not only mean for literature only. It also
includes the related research studies conducted not only internationally but also locally. It is
in this area where knowledge, patience, and perseverance of the skills of students to be
developed are necessary to become holistic individuals. In this module the skills to be
developed include analysis, evaluative, applicative, and creative skills including among
others the ordering, paraphrasing and summarizing skills.
There are some personal tips which will be given to you in this lesson which are coming
from the personal experience of the writers being research teachers and research
consultants. There are also some links, websites, books, and other references being cited
which will be of great help for you in writing your related literature review. So, relax and
enjoy in your journey of being a student-researcher.
In this module, you will be able to do the following:
Learning Competencies
a. Select relevant literature.CS_RS11-III-f-j-1
b. Cite related literature using standard style (APA, MLA, or Chicago Manual of
Style)
CS_RS11-III-f-j-2
c. Synthesize information from relevant literature CS_RS11-III-f-j-3
d. Write coherent review of literature CS_RS11-III-f-j-4
e. Follow ethical standards in writing related literature CS_RS11-IIIf-j-5
f. Present written review of literature CS_RS11-IIIf-j-6

How to learn from this module


1. Read the instructions in the module comprehensibly. Reread the instructions if you
feel you are confused and understand them fully.
2. Follow the directions as you read the materials.
3. Answer all the questions asked in this module. There are tips included in this
module on how to answer the questions. Furthermore, there are key answers that
are being included in this module. Just be honest by following the procedure,
process and techniques in writing review of literature and studies.
4. In order to complete this module, you need to equip yourself with knowledge and
skills for you to become holistic individuals. These skills include analyzing,

1 CO_Q2_SHS Practical Research 1_Module 4


evaluating, applying, creating. You also need the skills in ordering, paraphrasing and
summarizing skills.
5. Take your time to study and learn. Happy learning!

What I know
Directions: Choose the letter of the correct answer.
1. It is a term used to refer to an analysis of man’s written or spoken knowledge to examine
its connection to your research.
A. Studies of Literature C. Traditional Review of Literature
B. Related of literature D. Review of related literature

2. If you are writing traditional Review of Related Literature (RRL), what type of traditional
RRL should you use if you focus on the new research updates?
A. Expert Review C. Conceptual Review
B. Scoping Review D. State-of-the-Art

3. It is a style of writing RRL in which you shorten the text, but the idea is still the same.
A. paraphrasing C. Citing
B. summarizing D. rewriting

4. In writing RRL, you have to follow the correct process. Provide the correct process of
writing RRL by arranging the given processes below.
a. Search for literature c. Writing the Review of Literature
b. Writing a Draft of RRL d. Reading the Source Materials
A. dcba B. abcd C. adbc D. adcb

5. What transitional device are you going to use to connect these two findings of research:
Aparejo (2019) found that 88% of Senior High School (SHS) teachers of Gingoog City
Comprehensive National High School (GCCNHS) felt comfortable in using the school
website in their form submission Calipusan ( 2018 ) study revealed 69% of Heavenly
National High School teachers refused to use the latest mode of form submission and
preferred the traditional way.
A. Likewise C. Similarly
B. However D. Additionally

6. If you fail to cite the author in your related literature review, then you are likely to be
charged of
A. Copyright Act C. Property right
B. Plagiarism act D. Ownership Act

7. What basic method is used in this reference?


Carter C, Bishop J, & Kravits SL (2002). Keys to effective learning. (3rd.Ed.) New Jersey:
Printice Hall.
A. American Psychological Association (APA) B. Chicago Style
C. Modern Language Association (MLA) D. Chicago-Harvard Style

8. What basic method is used in this reference style?


Carter C, Bishop J, Kravits SL. Keys to effective learning. (3rd.Ed.) New Jersey:
Printice Hall, December 2002.

2 CO_Q2_SHS Practical Research 1_Module 4


A. American Psychological Association (APA) B. Chicago Style
C. Modern Language Association (MLA) D. Chicago-Harvard Style

9. Your teacher has shown you an example of RRL following the protocol of writing it by
acknowledging the intellectual right of the authors as he provides one – page list of
references. What standard style in making citation he is using?
A. Acknowledgment C. In – Text Citation
B. References D. Standardization

10. In searching for literature and studies online, most of the scholars and researchers
advise all researchers to avoid citing information from one of the sources below. What
source it is?
A. Encyclopedia C. Wikipedia
B. Books online D. Journals

11. One of the characteristics of related materials for RRL is that surveyed materials must be
.
A. Recent as possible C. less objective
B. Questionably clear D. over subjective

12. Why we cite authors in our study?


A. To avoid the author C. to avoid plagiarism
B. To avoid publisher D. to avoid ethical standard

13. What pattern of citation is used in the paragraph below?


Libertus, et.al (2017) study indicated a significant language learning motivation increase over
time. Only the Watchers, however, showed significantly higher motivation than the
Readers in the end. Thus, “The use of commercial digital video games can help enhance
high school students' language learning motivation”
A. Direct quotation C. summary
B. Long quotation D. to avoid ethical standard

14. Which of the following is the purpose of RRL? A. Inform your reader.
B. Save your reader’s time.
C. Persuade your reader
D. Gather and evaluate all the related available sources

15. Whether you use MLA or APA style, your documentation should appear A. Parenthetical
citations give a shortened version of the full reference.
B. Both are needed for full and proper documentation.
C. Footnotes and endnotes are used for additional material only
D. Both documentation styles use parenthetical citations

3 CO_Q2_SHS Practical Research 1_Module 4


Lesson Selecting and Synthesizing
1 Information from Relevant
Literature

What’s In

Directions: Complete the KWL Chart from what you have learned
from the previous lesson.

K- What I Know? W- What I need to know L- What I Learned

What’s New

Directions: Answer the following questions briefly.

1. What research topic that is concise do you wish to explore?

2. Give at least three ways on how to look for the information about the topic you
wish to explore.
a.

b.

4 CO_Q2_SHS Practical Research 1_Module


4
c.

What is It
A literature review follows an essay format (Introduction, Body, Conclusion), but if the
literature itself is the topic of the essay, your essay will need to consider the literature in
terms of the key topics/themes you are examining.

Example plan

Introduction

Topic sentence that states the broad topic of your thesis Following sentence/s that
state what is included/excluded (parameters) Final sentence/s that signals list of
key topics that will be used to discuss the selected sources
Body

Divide up your text into sections/topics as indicated in the last sentence of your
introduction. Each paragraph will be a synthesis of the many texts that you have
chosen for your literature review.
Conclusion
This is summary of all the related literature and studies. It may composed of 5 to
10 sentences.

Guide in writing a literature review;

1. Choose a topic. Your literature review should be guided by a central research question.
Remember, it is not a collection of loosely related studies in a field but instead
represents background and research developments related to a specific research
question, interpreted and analyzed by you in a synthesized way.

2. Decide on the scope of review. How many studies do you need to look at? How
comprehensive should it be? How many years should it cover?
3. Select the databases you will use to conduct your searches. Make a list of the
databases you will search.
4. Conduct your search and find the literature. Review the abstracts of research
studies carefully. This will save you time. Write down the searches you conduct in each
database so that you may duplicate them if you need to later (or avoid dead-end
searches that you'd forgotten you'd already tried). Use the bibliographies and
references of research studies you find to locate others.

5 CO_Q2_SHS Practical Research 1_Module


4
5. Review the literature. What was the research question of the study you are reviewing?
What were the authors trying to discover? Was the research funded by a source that
could influence the findings? What were the research methodologies? Analyze its
literature review, the samples and variables used, the results, and the conclusions.
Does the research seem to be complete? Could it have been conducted more soundly?
What further questions does it raise? If there are conflicting studies, why do you think
that is? How are the authors viewed in the field? Has this study been cited? if so, how
has it been analyzed?

Source: libguides.uwf.edu/c.php?g=215199&p=1420520

What I Have Learned

Directions: Complete the phrase below: A


Review of the Related Literature provides

What I Can Do

Directions: Fill in the graphic organizer by synthesizing your idea on writing the Review
of Related Literature.

6 CO_Q2_SHS Practical Research 1_Module


4
Review of
Related
Literature

CITING RELATED LITERATURE


USING STANDARD STYLES
Lesson
(American Psychological
2 Association (APA), Modern
Language Association (MLA) OR
CHICAGO MANUAL STYLE)
What’s In

Directions: Read the following selection and organize your literature review. Fill up the
Authors/ Result and Implication provided below.
According to Fabre (2015), increasing the performance level among the students is
common goal as teacher. With this, Interactive Science Notebook (ISN) is an intervention
used to increase students’ performance and interest in learning Science. This study focused
7 CO_Q2_SHS Practical Research 1_Module
4
on the Grade 9 Frugality students who failed in science subject based on their performance
task. A pretest and posttest were conducted to find out the relationship of students learning
in science with the help of the Interactive Science Notebook (ISN) as an intervention.
Results revealed that the performance task of the students’ increases as well as their final
grades. This is because students learn more if they participate directly in the class
performance and gain deeper learning. When the students are motivated to participate
more, there is a great possibility that the written works and quarterly assessment in the
grading system will increase significantly.

Author/s

Result

Implication

8 CO_Q2_SHS Practical Research 1_Module


4
What’s New

Directions: Read following sentence or line, and be able to cite them accordingly:

1. To be paraphrased:
A. The problem was hazardous for the townsfolk (Fabre, 2021) Answer:

B. Although the operation was somewhat dangerous, the team was


triumphant (Alonsabe and Fabre 2020) Answer:

What is It

A citation is a formal reference to a published or unpublished source that you


consulted and obtained information from while writing your research paper. The way in
which you document your sources depends on the writing style manual your professor
wants you to use for the class [e.g., (American Psychological Association (APA), Modern
Laguage Association (MLA), Chicago, Turabian, etc.]. The act of citing sources is also your
best defense against allegations of plagiarism (Baraceros, 2016).

According to this author, the following are the purpose of citation.


1. To give importance and respect to other people for what they know about the field
2. To give authority, validity and credibility to other people’s claim, conclusions and
3. arguments
4. To prove your broad and extensive reading of authentic and relevant materials about
your topic
5. To help readers find contact the sources of ideas easily
6. To permit readers to check the accuracy of your work and
7. To save yourself from plagiarism

Ballenger in 2012 also added more important reasons why citation is important.
The following reasons are:
1. Citing other people's words and ideas indicates that you have conducted a
thorough review of the literature on your topic and therefore, you are reporting your
research form an informed and critically engaged perspective. This increases your
credibility as the author of the work.

2. Other researcher's ideas can be used to reinforce your arguments. In many


cases, another researchers’ argument can act as the primary context from which you
can emphasize the significance of your study and to provide supporting evidence
about how you addressed the “So What?” question.
9 CO_Q2_SHS Practical Research 1_Module
4
3. The ideas of other researchers can be used to explain reasons for alternative
approaches. If you disagree with researcher’s ideas or you believe there is a gap in
understanding the research problem, your citations can serve as sources from which
to argue an alternative viewpoint or the need to pursue a different course of actions.

4. Just as the ideas of other researchers can bolster your arguments, they can
also detract from your credibility if their research is challenged. Properly citing
sources prevents your reputation from being tarnished if the facts or ideas of those
cited are proven to be inaccurate or off-base. It prevents readers from concluding that
you ignored or dismissed the findings of others, even if they are disputed.

5. Ideas are considered intellectual property and there can be serious


repercussions if you fail to cite where you got an idea from. In the professional
world, failure to cite other people’s intellectual property ruins careers and reputations
and can result in legal action. Citing sources during college will help get you in the
habit of acknowledging and properly citing the work of others.

NOTE: In any academic writing, you are required to identify for your reader which
ideas, facts, theories, concepts, etc., are yours and which are derived from the
research and thoughts of others. Whether you summarize, paraphrase, or use
direct quotes, if it's not your original idea, the source must be acknowledged. The
only possible exception to this rule is information that is considered to be a
commonly known fact [e.g., President Duterte is the president of the Philippines].
Appreciate, however, that any "commonly known fact" is culturally constructed and
shaped by social and aesthetical biases. If you are in doubt about whether a fact is
common knowledge or not, protect yourself from an allegation of plagiarism and
provide a supporting citation, or ask your teacher for clarification.

Styles in Related Literature Citations or References

In reviewing related literature, you come to read varieties of reading materials


containing knowledge related to your research. It is a fact that these ideas, including the
language or structures to express these ideas belong to other people. They are not yours.
Copying the ideas of other authors and citing them in your research is the good practice of
being a researcher. Doing this practice signals not just honesty and courtesy to learn people
whose ideas lend information to your paper, but also indicates your appreciation for their
contribution to the field (Harmmersely,2013).

The following are the three terms used to express your appreciation for recognition of
people’s ownership of borrowed ideas (Sharp 2012) as cited by Baraceros (2016).

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


who have contributed something to produce the paper

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


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

3. Citation or In-Text- Citation- references within the main body of the text,
especially in Review of Related Literature.

The third one, citation is the focus of this lesson. Citation is also called in-text citation.
It has many purposes and style which are as follows:
10 CO_Q2_SHS Practical Research
1_Module 4
Patterns of Citation
Citing authors, websites and other research materials have its own styles or patterns.
Read the styles/ patterns of citation below and understand how they are distinct from each
other. This is needed in order for you to know what styles/ patterns of citation are used by
the researchers in writing their research and in order for you to decide what styles /patterns
you will adopt/ use in your review of related literature.

1. Summary. The citation in this case is shortened version of the original text that is
expressed in your own language. Making the text short, you have to pick out only
the most important ideas or aspect of the text.

2. Paraphrase. This is the antithesis of the first one because, here, instead of
shortening the form of the text, you explain what the text means to you using
your own words. In doing so, it is possible that your explanations may decrease
or exceed the number of words of the original text (Baraceros, 2016).

Strategies in Paraphrasing:
a. Read the original text or abstract. Understand it as a whole, then, set aside.
b. Using your own memory, write down the main points or concepts.
c. In your own words, summarize the text/ abstract that helps make your point
(University of Texas, 2016)

3. Short Direct quotation. Only a part of the author’s sentence, the whole
sentence, or several sentences, not exceeding 40 words, is what you can quote
or repeat in writing through this citation pattern. Since this makes you copy the
exact words of the writer, it is necessary that you give the number of the page
where the readers can find the copied words.

4. Long Direct Quotation or Block Quotation or Extract. Named in many ways,


this citation pattern mane you copy the author’s exact words numbering from 40
to 100 words. Under APAA, the limit is eight (8) lines. Placed at the center of the
page with no indentation, the copied lines look like they compose a stanza of a
poem.

Enrichment Activity

Read the following journal, abstract, and research articles. Synthesize the
information, fill in the table and cites related literature using standard style APA, MLA or
Chicago Manual of Style.

Abstract Citation being used (select APA, MLA or Chicago)


Abstract 1
Abstract 2
Abstract 1
INTERVENTION PROGRAMS FOR CHILDREN IN CONFLICT WITH THE LAW
(CICL): GEARING TOWARDS SUSTAINABLE DEVELOPMENT
By: Rublyn P. Fabre, Hacelyn B. Barrero, Genne C. Amay, Sampaguita G. Mansueto,
Noren B. Dayta, & Dr. Sonnie A. Vedra (2016)

11 CO_Q2_SHS Practical Research


1_Module 4
Children suffered social maladjustments in various aspects of the community affairs.
Hence, a Local Social Welfare and Development Officer (LSWDO) is tasked to assist
children in conflict with law (CICL) and children at risk (CAR). This is geared to develop
community-based programs and services to provide intervention of the children in conflict
with the law and for reintegration into their family and community. Intervention was classified
into three categories such as; primary intervention, secondary intervention, and tertiary
intervention. Child care development and building relationships with families are given
strong emphasis. Partnership and collaboration with the coordinating agencies is vital to
ensure effective and efficient delivery of technical assistance to the Local Government Units
and other stakeholders. It is therefore essential that the program design should have
strategies that are relevant and responsive to the diverse needs of CICL and CAR
populations in attaining sustainable future as rightful members of the society.
Source: Fabre, et al. “Intervention programs for Children in Conflict with the Law (CICL):
Gearing towards Sustainable Development”.

Abstract 2.
GENDER AND DROPOUT RATES OF PUBLIC HIGH SCHOOLS IN ILIGAN CITY,
PHILIPPINES
By: Rublyn P. Fabre, Sampaguita G. Mansueto, Noren B. Dayta, Diesebil L. Obina and
Sonnie A. Vedra 2020
Education is essential for everybody to become a transformed individual with
wisdom, bravery and determination. This aimed to make a difference and positively
contribute to social, economic and environmental transformation of the society. Dropout of
male and female students has been a problem for many reasons in Philippine schools,
particularly in Iligan City. As such, this study was conducted to determine the dropout rates
of male and female and the factors affecting on it based on the past three years. Results
revealed that male dropout rate was relatively higher than females at an average of
11.29% over 9.41% for the three consecutive school years. Top three highest factors
among males include family problems (21.2%), lack of interest/distraction (16.1%), and
peer influence or pressure (15.1%). In females, it includes family problems (21.9%),
transfer of residence (16.9%), and illness (13.5%). In both gender, family problems
surpassed seemed to be the prime factor behind student dropouts. This implied an urgent
formulation of program to address dropout rates among the students involving the parents
concerned.

Source: Fabre, et al. “Gender and dropout rates of public high schools in Iligan City,
Philippines”

APA style Local initiatives on water quality control, usage, and management are
essential as legal framework to lessen the environmental impact and poor
human healthWalag, Canencia, & Fiedler, 2018).
(
MLA style Local initiatives on water quality control, usage, and management are

essential as legal framework to lessen the environmental impact and poor


human health (Walag, Canencia, and Fiedler, 2018).
Chicago style Local initiatives on water quality control, usage, and management are

essential as legal framework to lessen the environmental impact and poor


human health (Walag, Canencia, and Fiedler 2018).

12 CO_Q2_SHS Practical Research


1_Module 4
What I Have Learned
Cite the literature review into APA, MLA, and Chicago Manual of Style

Majority of the students had late realization of their prepared strand as to where they wanted
to belong in preparation of their career for work, business, and college after graduating
senior high school (Diane Escabal and Anita Baco, 2016)

MLA:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

APA
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

Chicago Manual

__________________________________________________________________
_______
__________________________________________________________________
_______
__________________________________________________________________
_______
__________________________________________________________________
_______

What I Can Do

Directions: Identify whether the citation uses APA, MLA or Chicago Manual of Style.

________1. Majority of the students had late realization of their prepared strand as to where
they wanted to belong in preparation of their career for work, business, and
college after graduating high school (Escabal and Baco 2016).

________2. Peers and friends greatly influenced Grade 10 students in choosing career
strand in senior high school (Rodrigues, Actub, & Elumba, 2016).

________3. Those grade 10 students whose academic performance belongs to developing

13 CO_Q2_SHS Practical Research


1_Module 4
and approaching proficiency usually enrolled in Technical-Vocational-Livelihood
(TVL) (Sanchez, Actub, and Bagares, 2019)

.________4. As early as Junior High School stage students must be given an early career
enlightenment, so they have a long way of thinking and preparing the best
strand for them (Escabal, Vedra, & Alavanza, 2018)

________5. Only 10 % of Parents influenced grade 10 students in choosing their career


strand in Senior High School (Amay, Banate, and Wabe, 2018)

14 CO_Q2_SHS Practical Research


1_Module 4
Lesson
SOURCES OF RELATED
3 LITERATURE AND STUDIES

What’s In

Do you remember your previous lesson? Let us try to recall them. Previously, you
have learned that there are three (3) most common citation styles. These citation styles are;
the Modern Language Association otherwise known as MLA Style, the American
Psychological Association or APA and the Chicago/Turabian style. The said citation styles
are very important in writing a manuscript in the review of related literature and studies.

What’s New

Before we are going to discuss our lesson, let us have this practice exercise.
Directions: Categorize the sources of related literature into Primary Source or Secondary Source
by writing them on specific book page below. The following sources are:
speeches textbooks
letters magazines
diaries autobiographies
biographies interviews
official reports court records
artifacts photographs
drawings encyclopedia
circular almanacs
bulletins school records
journals dictionaries
Primary Sources Secondary Sources

_ 1.

2. _ 2.

3. _ 3.
Source: Creative commons
4. _ 4.

5. _ 5.

6. _ 6.

What Is It

According to Calderon & Gonzales (2015) in their book Methods

13 CO_Q2_SHS Practical Research 1_Module 4

of Research and Thesis Writing, the sources of related literature and studies
may include the following:

1. Books, encyclopedias, almanacs, and other similar references.


2. Articles published in professional journals, magazines, periodicals, newspapers, and
other publications.
3. Manuscripts, monographs, memoirs, speeches, letters and diaries.
4. Unpublished theses and dissertations.
5. The constitution, and laws and statures of the land.
6. Bulletins, circulars, and orders emanating from government offices and departments,
especially from the office of the Presidents of the Philippines and the Department of
Education (DepEd).
7. Records of schools, public and private, especially reports of their activities.
8. Reports from seminars, educational or otherwise.
9. Official reports of all kinds, educational, social, economic, scientific, technological,
political, etc. from the government and other entities.

The said sources can be categorized as:

1. Primary Sources: artifacts, autobiographies, court records, diaries, Emails,


speeches, letters interviews, letters, official reports, drawings, maps, photographs,
speeches,

2. Secondary Sources: biographies, critical studies of an author's work, dictionaries,


journal articles, handbooks, magazines, newspapers, reports, textbooks,

Related studies, on the other hand, are studies, inquiries, or investigations already
conducted to which the present proposed study is related or has some bearing or similarity.
They are usually unpublished materials such as manuscripts, theses and dissertations
(Calderon& Gonzales, 2015).

They may be classified as:


1. Local, if the inquiry was conducted in the Philippines and 2.
Foreign / International, if they are conducted in foreign lands.

Locating the Sources of Related Literature and Studies

Generally, the sources of related literature and studies according to Calderon & Gonzales
(2015) can be accessed from the following:

1. Libraries, either government or schools (private or public)


2. Government and private offices
3. The National Library and
4. Online websites (Aparejo, 2018)

Since students like you are mostly technologically savvy and exposed to computers
and the internet websites, you can utilize online websites for your related review of
literature and studies. Feel the value of the internet, search engines and websites in writing
Chapter 2 of your research – Review of Related Literature.

14 CO_Q2_SHS Practical Research 1_Module 4

Here’s how you are going to do it. Just follow these simple steps.

1. In your desktop, laptop, or high-tech cellphone, click open the Google Chrome. A
window will pop up like the one shown below.

17 CO_Q2_SHS Practical Research 1_Module 4


2. Type on this space the title of your study or the key words of your research title. For
example, type here “Sample study on the Effect of Video Games on Academic
Performance of Senior High School Students”. After encoding the title, click enter.
What will pop up from the window are the website links to choose from. This will be how
the window will look like.
3. Be sure to click the websites that are scientifically and scholarly reliable. Blogs and
Wikipedia are not considered the best sources for research studies because in most
cases, they contain mere opinions only.

4. Choose the website that reflects author’s name and year of publication (found below
the website). When you are going to write related literature and studies, you need to
cite the authors, year, and the link. This is what you have to open or click.

Name of author and the year it was published.

5. Upon clicking, you will be brought to another window where you can personally
access the website and the research study itself. This is the time where you can take
note information from the study and cite the author/s. Here it is:

19 CO_Q2_SHS Practical Research 1_Module


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You can also browse through search engines such as Yahoo! search. In the box of
Yahoo.com, follow the same procedure stated in searching studies shown in steps 1 to 5.
Type the title of your study or key words and click enter.

You can also log on to Google Scholar. This is one of the most reliable sources of
research studies, journals, books and other materials needed in writing related literature and
studies. Most of the researchers do their literature search in this website because of its
unique features. You can access to different abstracts and full research in PDF too which
means you can also down load the research or abstract since there are icons which will
notify us that it can be downloaded for free. You can even choose the authors (local or
international) and trim your searches to the latest studies, journals and books. So, enjoy
your research and choose the latest sources which are needed in your study.

Follow these simple steps in finding research abstracts or studies using google
scholar.

1. Log in to google chrome. Then in its search engine of google chrome, type google
scholar. Then, a window will pop up showing the website of google scholar. Click the
google scholar

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2. What appears after clicking the google scholar is another window for google scholar
search engine. Here you can encode the title of your research or the keyword.

3. Encode the title of your study or the key words of your study here. Example if you
encode “Lived Experiences of Teenage Mothers” Then, here’s the abstracts or
studies in relation to your title study. Just click the study or abstract you want.

21 CO_Q2_SHS Practical Research 1_Module


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What Is It

Let us have Activity 2 to find out how much you have learned from Lesson 1.

Directions: Work with a partner. Use the search engines in searching information of either
one of these research titles below. Choose only the websites with the authors’ names
and year of publication. Be sure that the sources are within the five (5) years recency
period (e.g., if today is 2021, then your sources must only be those published within
year 2016 - 2021). List down at least five (5) research titles with authors and year of
publication that are related to the study you have chosen. Then copy the Abstract.
Submit your list to your teacher.

What’s More

Now, it’s your turn. Try to start researching about the topics below by following the
example given. You can choose the titles below.
1. Gender Equality Among Senior High School Students: Teachers’ Perspective

2. Exploring the Use of Technology Among Secondary Teachers

3. The Lived Experiences of Teenage Mothers in Senior High School

4. Life and Struggles of Working Students Studying in SHS: A Phenomenological Study

5. The Lived Experiences of SHS Learners Affected by Covid 19 Pandemic

6. Working Open High School Students: A Phenomenological Study of Senior High


School Life Journey

7. A Qualitative Study of Covid Patients’ Experiences Towards Community, Family, and


Relatives´ Discrimination

8. Emotional and Psychological Well -Being of SHS Students During Pandemic

9. Exploring the Lived Experiences of SHS Students in Online Distance Learning

10. A qualitative Study Exploring High School Students’ Understanding of and Attitudes
towards their Chosen Track and Strand

22 CO_Q2_SHS Practical Research 1_Module


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What I Have Learned

In this lesson, you have learned about the following:

1. There are types of related literature sources:


1.1 Primary sources which include the following
__________________________________________________________________
_
__________________________________________________________________
_
__________________________________________________________________
_

1.2 Secondary sources include the following:


___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2. Primary and Secondary sources of related literature can be classified into:


2.1 _________________________________________________________ 2.2
__________________________________________________________

3. To locate the other sources of related review of literature using search engine, follow
these simple steps:
3.1 In your desktop, laptop, or high-tech cellphone, click open the
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

3.2 Type on this space the title of


__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

3.3 Then be sure to click the websites that


__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

3.4 Choose the website that


__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

3.5 Upon clicking,


__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

23 CO_Q2_SHS Practical Research 1_Module


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What I Can Do

In your research notebook, do the following as the application of your knowledge


learned:
1. List down the primary sources of related literature you can find in your school.
2. List down the secondary sources of related literature you can find in your school.
3. Categorize them by supplying the column below:

Location of the
Title List of Primary Title List of
Related Literature
Sources in Secondary Sources Local or Foreign
Sources (Library,
Alphabetical Order in Alphabetical Order
classroom, etc.)

1.

2.

3.

4.

5.

Lesson
ORGANIZING RELATED
4 LITERATURE

24 CO_Q2_SHS Practical Research 1_Module


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What’s In

In the previous lesson, you have learned where you can locate the sources of related
literature and studies. The sources can be classified as primary or secondary sources and
can be categorized as foreign / international or local. Another important learning you have
gained are the simple steps in using websites and search engines to locate sources of
related literature and studies.

What’s New
Now, let’s us have this activity in preparation for the new lesson.

Directions: Using the graphic organizer, supply how the review of related literature and study
will be organized given the examples presented.

Organizing Review of Related Literature


and Studies

1.Through _ 2.Through 3.Through _ 4.Through


_ _

77,000 people died


Gardner Theory of
Aparejo( 2015) on aids Jose Rizal
M. I. (1996 )
worldwide.

Philippines Gardner supported by


Gaston ( 2018 ) noted problem Geimer et.al. (2000) Apolinario Mabini
on aids.

Mindanao made Gains (2002), Uhlir


Calipusan (2020) move on (2000) supported
preventing aids. Bienvinido Santos
Gardner

What Is It
One of the greatest problems among researchers in writing the related literature is
how to organize the review. There are times that we tend to include all that we have read
leaving our Chapter 2 unorganized and crowded. Then, our Chapter 2 will lose its coherence
and unity. However, if you are a keen observer, you will notice how some researches follow
25 CO_Q2_SHS Practical Research 1_Module
4
a certain format to make their work coherent. Here are the ways on how to organize your
review of literature and studies:
1. Through Chronological Order (date/year)

In organizing your related literature using chronological method, you could write
your research paper review according to when they were published. If this approach be
used, it has to be ensured that clear development of the way, location or place of where
such research are to be noted following the flow of years or specific dates.

This is considered the easiest way in organizing coherent literature reviews and
studies. It features how the topic is changed according to year or time and how such topic
is thought of today (Cronin, Ryan& Coughlan, 2008).

According to Calderon & Gonzales (2015) related materials may also be cited
chronologically, that is, according to the year they were written. Materials which were
written earlier should be cited first before those which were written later. This can be done
especially when citation is by author or writer.

Chronology of Events. The circled years tell the chronological arrangement of events.

The earliest recognized case of LD occurred in 1802 when Franz Joseph Gall a German
French anatomist and physiologist recognized an association between brain injury in
soldiers and subsequent expressive language disorders. In 1822, Gall published a book
entitled Sur les Fonctions, in which he outlined his belief that the brain was divided into
twenty- seven separate "organs," each corresponds to a discrete human faculty. He believed
one of those separate organs controlled the memory of things; the memory of facts;
educability; perfectibility.
In the year 1867, a German teacher for the deaf named Heinrich Stotzner had founded
the school for slow learners. This was done because he discovered that there were
children though without problem on mental retardation exhibit difficulty to read and write
because of poor motor coordination.

In 1877, Adolph Kassmaul-a German physician-coined the phrase word blindness for
loss of ability to read (Hagw& Silver, 1990). The phrase, which is still used today to
describe a form of dyslexia, refers to a neurological disorder characterized by loss of the
ability to r ead or understand the written word, either totally or partially. Partial word
blindness permits the individual to recognize letters, but read only certain types of words
(Miller, 2002).

2. Through broad-to-specific topic

According to Cronin, Ryan & Coughlan (2008), you can also organize your related
review of literature and studies by starting it from a general issue of topic, then lower it
down to specific issues in the literature until it reaches and links to your research title,
question, research keywords, thesis statement and hypothesis.

An example of this is when you start the problem of teenage pregnancy


internationally or globally. Start by establishing the trend of such problem globally, then at
national level, to your province, city or locality and to your own barangay (Aparejo, 2010).

3. Through major models or major theories

26 CO_Q2_SHS Practical Research 1_Module


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Another approach in writing coherent and organized review of related literature and
studies is by arranging it according to its significant models or major theories. When various
models or theories emerge in your studies, it is better to arrange them according to their
importance in your research. Group the articles you read and researched by models and
theories to get coherent view of your review of related literature and studies (Cronin, Ryan &
Coughlan, 2008).
4. Through prominent authors

If a certain author, writer or researcher had developed a certain innovation, model,


theory or education breakthrough and then other authors or researchers continue
studying and developing it, it is good to arrange such authors by their popularity or fame.
It is also better if authors be organized according to whose famous authors they agreed
upon. With this organization, coherence of author’s view on specific issues from one
author to another is vividly followed (Cronin, Ryan& Coughlan, 2008).

5. Through contrasting schools of thought

By this approach of organizing your related literature and study, you can group
together major arguments or contrasting differences that came up in your research with
researchers stressing their agreement and disagreement in their approaches and ideas.

6. Through thematic concept or by topic


The thematic concept of topic reviews refers to the related reviews that are
organized on specific topic or a concept, an issue or trend of the time. It is different form
chronological and by publication because it focuses on concept or topic rather than time
and year of publication.
For instance, a review of the impact of internet to Philippine political system.
Although in this type of organization the chronological and thematic organization can still
be present in its development, the focus in the thematic approach is not the year nor the
theme but the role of the internet in political system of government. Note however that
more authentic thematic reviews tend to break away from chronological order. A review
organized in this manner would shift between time periods within each section according
to the point made.
If different authors or writers have the same opinion about the same topic, it is
discussed and cited under the names of the authors or writers. This is a summary of their
opinions or findings. This is done to avoid separate and long discussions of the same
topic.
Example:

There have been several researchers of web-based applications in different


disciplines such as in engineering (Lam, n.d.), clinical and medical services
(Chakravorty,2006, H olzinger, 2007, Nijland, et. al., 2011, Sahoo, 2012, Maymone, et.
al. ,2018, business and organizations (Zia, 2015), e-learning and in Science (Malavolta,
2016, Xu & Ming, 2012, Yaldir, 2016, Eagleso, et. al. 2017, Abriata, 2018).

Source: Aparejo, Calipusan & Brandino (2018) titled “Improving Data Management
System of Senior High School Through E – form Web Application”

In the example, it shows that there are several authors who confirmed that web-
applications are used in clinical and medical services and in business and organizations.

27 CO_Q2_SHS Practical Research 1_Module


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Note that clinical and medical services is considered one theme and business and
organization is another theme.
7. Through Methodological approach
In the methodological approach, the focus is on the method the researcher used.
For example, the literature review focuses on the method used by the graduating Senior
High School students to raise funds for their entrepreneurship proposal or method used
to increase agricultural yields among agriculture students. It can also be the method used
by the STEM students in their researches on the preservation of our nature using the
innovation brought by technology.
In an example cited by Practical Research 1 book published by Rex Bookstore,
methodological organization is evident in this scenario. It states for instance the Internet in
American presidential politics projects. One methodological approach would be to look at
cultural difference between the portrayal of American presidents on American, British, and
French websites or their view might focus on the fundraising impact of the internet on a
particular political party. A methodological scope will influence either the types of documents in
the review or the way in which these documents are discussed.
Any method used in research by researchers or by respondents that would become
a phenomenon of innovation, breakthrough, success or failure will become the subject of
discussion, focus and interest on researchers’ world.
To help you understand what is method, let us try to answer this first.
1. Enumerate the methods used in communication or in sending ideas.
Possible answers are: language, letters, using technology, verbal and written
or oral communication.
2. Enumerate the method used in order to become professional or educated Possible
answers are: schooling, self-study, online study, etc.
Example
It is concluded that using differentiated instructions is considered an effective way
of addressing the diverse classrooms. This confirmed the study of Robinson,
Maldonado& Whaley (2014) stating that if teachers are provided with the knowledge and
tools to differentiate in their classrooms it may increase test scores and help low
achieving students find success and Mc Cullough (2012) while expanding the learning
growth of gifted and talented students.

Source: Aparejo (2015) titled “Using Differentiated Instruction Designs Through


Multiple Intelligence Theory to Improve the Academic Performance of Students at Risk
with LD

This example uses methodological approach considering that the method used in
increasing academic performance is the differentiated instructions inspired by the Theory of
Multiple Intelligences.
If you can already decide what method or organization you will be using in your
review of related literature, it will become easy for you to fill up the blank space of your
Chapter 2 since you have now the idea of what to do and where to go. Using chronological
organization and thematic deal on concepts or others, this does not mean you are to limit
your organization on what is being discussed here. You can still add whatever type of
organization you think you can use provided it is necessary.

28 CO_Q2_SHS Practical Research 1_Module


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What’s More

Directions: Look at this example from the study of Ghamrawi (2013) titled “The Relationship
between the Leadership Styles of Lebanese Public-School Principals and Their
Attitudes towards ICT versus the Level of ICT Use by Their Teachers”. Using other
sections of related literature such as: Information and Communication Technology (ICT) in
Educational Leadership and ICT and Attitudes and Level of Use of ICT in Schools, what do
you think is the type of organization in writing the review of related literature used by the
author?

Information and Communication Technology (ICT) in Education

There are opposing views to the impact ICT has on the acquisition of leaning by
students. On one hand, ICT has been viewed as a tool for promoting quality
learning. This is supported by studies from several parts of the globe such as
Ghamawi (2011), Gillespie (2006), Romeo (2006), Murphy (2006), Wonget.al. (2006)
Becta (2003),
Yelland (2001) Oliver (2000) and Grimus (2000). Grimus (2000) assures that “…by
teaching ICT skills in primary schools the pupils are prepared to future development
based on proper understanding” (p.362). This is also manifested by Yelland (2001)
who emphasizes the fact that there is no efficient and effective schooling unless ICT
is well integrated within teaching and learning.

Leadership and ICT

A huge body of literature argues that school leaders play an imperative role in
terms of setting the stage for effective integration of ICT in schools (Kerney &
McGarr, 2009; Kirkland & Sutch, 2009; Haynes, 2007; Steed et al., 2005; Jacobson &
Hunter 2004; Schiller, 2003; Solwinski, 2000). Condie and Munro (2007) who enlist a
large number of barriers against the effective integration of ICT in schools, assure
that school leadership tops this list. Sweeny (2005) assures that “effective leadership is
the most critical component in ensuring the successful implementation of any program in
an educational setting (p.48)

Attitudes and Level of Use of ICT in Schools

Studies addressing ICT integration in the teaching and learning process have
underscored also teachers’ attitudes towards ICT (Albirini, 2006). Kluever et al.
(1994) consider attitudes as a key factor determining whether teachers would tend
to accept computers as teaching tools that they would employ in their teaching.
Harrison and Rainer (1992) assure that teachers with weak attitudes towards ICT

29 CO_Q2_SHS Practical Research 1_Module


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often display low competencies in using computers. They would be, therefore, less
likely to use ICT in

their teaching and learning.

What I Have Learned

Let us have this activity to find out how far you have learned in Lesson 2.

In lesson 2, you have learned how to organize and write your review of related
literature coherently. This follows proven organization such as:
1. through
2. through
3. through
4. through
5. through 6. through
7. through

What I Can Do
Directions: Work with a partner. Arrange the 5 findings of Practical Research 1 Abstracts
found in your library and classrooms or 5 Abstracts from scholarly websites by
using Chronological order in one paragraph only. Write your answer in one
whole sheet of paper with your names. Use one- inch margin in all sides
following a doublespaced format.

Lesson
Making Links Between
5 Studies

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What’s In

In previous lesson, you have learned that there is a structure in the format of writing
the review of related literature. The following are; through chronological order, through
broadto-specific topic, through major models or major theories, through prominent authors
arrangement, through contrasting school of thoughts, through thematic concept or by topic
and through methodological approach.

What’s new
Directions: As you move on to the next lesson, you have to answer first
the fill in the blank test. Choose your answer from the box to complete the
statement.
similarly moreover however while so

1. Aparejo’s (2008) research findings on the multiple intelligence of students at risk with
dyslexia is linked to the findings of Adlof, & Hogan (2018).
2. Students with dyslexia struggle in language skills. these students possess multiple
intelligences (Aparejo, 2008) to be used to cope up with their academic performance.

3. Students with dyslexia often have language deficits (Adlof & Hogan, 2018) ______
there is still hope for these students to learn by tapping their multiple intelligences.

4. Students with dyslexia should not be labeled as idiots, dull, and slow learners
____________ they must be treated regular students.

5. In addition to the language deficiencies of these students, they may be at risk for
slower language acquisition (Adlof & Hogan, 2018) ___________their academic
performance will be affected too if they are not given an intervention (Aparejo,2008)

What is It

Making links between studies is another skill in writing research or particularly in


writing review of related literature. This skill needs a thorough analysis from the research
articles, literature, abstracts and studies. After reading the literature reviews, abstracts and
studies comprehending and analyzing them are the next steps in order to decide whether
the findings of those materials have linked to your studies.

Here are the Effective Transitions in Research Manuscripts Writing introduced by


Panter, M. (2020)

31 CO_Q2_SHS Practical Research 1_Module


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Introductory words or phrases

The transitional devices written below are frequently used to linked one study to
another, one finding to another, one theory to another. However, these are also transitional
devices that would help to emphasize disagreement or in opposition thereto.
I want to... Informal Formal transition
Transition
Add And, besides, In addition, additionally, moreover, furthermore
also
Compare In comparison, similarly
Contrast But, yet In contrast, conversely, however, nevertheless, on the
one hand/on the other hand
Provide an Or Alternatively, on the one hand/on the other hand
alternative
Provide an For example, for instance
example
Specify Especially In particular, more specifically
Emphasize In fact, indeed, in other words
Conclude So In sum, in summary, in conclusion, thus, therefore,
consequently, taken together
Here are the examples of the transitional words used to link one study to another by
Mahmood (2016).

Agreements
• Similarly, author B points to…
• Likewise, author C makes the case that…
• Author D also makes this point…
• Again, it is possible to see how author E agrees with author D…

Disagreements
• However, author B points to…
• On the other hand, author C makes the case
• that…
• Conversely, Author Dargues…
• Nevertheless, what author E suggests argues the study of…

What’s More
After knowing the transitional devises used to link one research to another, it is now
your time to work this activity below.

Directions: Analyze whose author/s agree/s or disagree/s with the given findings below.
Write the author/s who agree/s or disagree/s on the column provided.

Given findings: Students with parents abroad struggle in their school achievement

1. Aparejo (2019) found students with parents working abroad manifested significant
achievement in terms of their academic independence.

32 CO_Q2_SHS Practical Research 1_Module


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2. Students in Senior High School whose parents were working in foreign lands
performed low in their academic performance (Obedencio , 2019).

3. Academic performance has no significant effect on students with parents working


abroad (Balan,2018)

4. Overseas parents’ absence to SHS students has no significant effect on their


academic performance because they were matured when parents left them
(Baldelovar, 2019).

5. The study of Aparejo (2018) revealed that majority of students with overseas
parents belonged to the low- average academic achievers.

Authors in Agreement Authors in Disagreement

What I Have Learned

You have learned in this lesson how to link one findings of the study to another
findings of study using transitional devices. Now, let us try to find out what have you
understood by completing the statements below.

1. I realized that the transitional devices that I will use when


1.1. I have to add another study are
_______________________________________________
1.2. I have to disagree are
_______________________________________________
1.3. I have to make conclusion are
_______________________________________________
1.4. I have to compare are
_______________________________________________
and to contrast are
_______________________________________________
1.5. I have to provide alternative are
_______________________________________________
What I Can Do

In your research notebook, practice making links from one study to another study
using transitional devices that you have learned in this lesson. Connect the findings given
below by writing one paragraph in all findings showing agreement and another paragraph for
disagreement.

33 CO_Q2_SHS Practical Research 1_Module


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Given findings: Students with parents abroad struggle in their school achievement

1. Aparejo (2019) found students with parents working abroad manifested significant
achievement in terms of their academic independence.

2. Students in Senior High School whose parents were working in foreign lands
performed low in their academic performance (, 2019).

3. Academic performance has no significant effect on students with parents working


abroad (Balan, 2018)

4. Overseas parents’ absence to SHS students has no significant effect on their


academic performance because they were matured when parents left them
(Baldelovar,2019).

5. The study of Aparejo (2018) revealed that majority of students with overseas parents
belonged to the low- average academic achievers.

Lesson
CONTENT OF THE REVIEW
6 OF RELATED LITERATURE
What’s In

In lesson 5, you have learned about how to connect one finding to another findings of
the studies by using transitional devices. Such transitional devices help Add, Compare
Contrast, Provide an Alternative, Provide an Example, Specify, Emphasize and Conclude one
finding to other findings of the study.

34 CO_Q2_SHS Practical Research 1_Module


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What’s New

Directions: Look at the sketch of a house. Enumerate its three important parts.

1.

2.

3. _

What is It

Writing review of related literature has its own structure. Researcher has to follow
the structure for its guided format. Like building a house, a carpenter or the engineer has to
design a structure of a house before he has to build it. Writing review of related literature
follows the same procedure too. The researcher will make or follow the procedural structure
in writing review such as an introduction, body and conclusion.

1. Introduction

The introduction explains the focus and establishes the importance of the subject. It
discusses what kind of work has been done on the topic and identifies any controversies
within the field or any recent research which has raised questions about earlier
assumptions.

The introduction can be seen as the beginning paragraph of Chapter 2, or the


beginning paragraph of the body of related literature. Example: If the topic under
consideration is SHS students under Pres. Duterte’s declaration of Martial law, the
introduction can be like this: “This review will not explore the accounts of SHS students in
Visayas and Luzon but only in Mindanao (Martial Law is only implemented in Mindanao –
2017- 2019).

When you write an introduction, you have to bear in mind that it must have a focus
and has to emphasize on the subject or topic or problem of the study. It explains what kind of
35 CO_Q2_SHS Practical Research 1_Module
4
study or research has been done and its purpose too. It also describes on any controversies
encompassing the previous and recent studies incorporating the present problems under
investigation. It also provides the background of the study or research. Sometimes an
introduction will summarize or evaluate the kind of research the researcher would like to
undertake or may suggest how the findings of research will lead to further researches.

Read the examples of the introduction of review of related literature and learn how to
write it on your own to avoid plagiarism.

Examples of introduction in Chapter 2 – Related Literature

Related Literature

Example 1. An introduction that expresses opposing views

There are opposing views to the impact ICT has on the acquisition of learning
by students. On one hand, ICT has been viewed as a tool for promoting quality
learning. This is supported by studies from several parts of the globe such as
Ghamrawi (2011), Gillespie (2006), Romeo (2006), Murphy (2006),
Wongetal(2006),Becta (2003), Yelland (2001), Oliver (2000) and Grimus (2000).

Source: Aparejo, Brandino & Calipusan (2020)

Chapter 2

Review of Related Literature and Studies

This study is designed to explore the lived experiences of street children in Gingoog City
who are enrolled in Open High School Program (OHSP). To give the comprehensive view of
this research, review of related literature and studies are presented below (Lloren, 2016).

Source: Lloren (2016)

2. Body of Review of Related Literature

The second content of the review of related literature is the body. The body of related
review of literature is oftentimes divided into major headings and subheadings. In most
cases to, the body of related literature and studies will summarize, evaluate and assess the
field of knowledge under study in current stage. It gives reports and findings on themes,
issues, topics, trends for researchers to confirm or negate. Note that if review is about a
preliminary of a research project, then the body will focus on the argument in order to justify
the issues, topics or problems under investigation.

36 CO_Q2_SHS Practical Research 1_Module


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Example of Body of Review of Related Literature in Chronological Order

Several researchers confirmed that more module authors have developed


different modules in their specified field. Thorton (1971) reported in detail about a project
where programmed instructions were used in a module on "Cellular Respiration". The
modular format contained instructional objectives, necessary pre-requisites and time
required,
diagnostic pre-test, key for the test, required materials for the program, instructions for the
use of the program and self-scored post-test. Collagan (1972) as cited by KK John (
2010 ) constructed certain modules of a programmed course in Astronomy. Wilkerson
(1973) developed and validated modules utilizing five stages of which the first four may
be identified as the stages of planning and development. These stages were: (i)
exploratory reading and research into the area of the instructional system and attitude;
(ii) completion of rough draft and collection of revision data from researchers and
reviewers; (iii) revision of the modules and (iv) informal field test. Cohan (1973)
developed, and field tested a module to instruct student teacher with respect to critical
thinking and the teacher behavior which promote critical thinking. Girard & Pinar ( 2011 )
research study advances the understanding of the usability of marketing case study
modules in the area of interactive web-based technologies through the assignment of
seven interactive case modules in a Principles of Marketing course and in same year
Teaching Modules for nanotechnology were developed, implemented and evaluated in
the research study of Shabani, et al. ( 2011)

Source: Camocamo, R. (2014 ) ”DEVELOPING LOCALIZED ECONOMICS MULTIMEDIA MODULES

3. Conclusion

The conclusion will give the summary of all the evidences that are being presented
from introduction to the body of related literature and studies. Aside from that, the
conclusion will also give the precise key findings of other studies of the review in general
concepts.

The conclusion for review of related literature is different from the conclusion of the
entire research findings of your study. This conclusion here is specifically for the review of
related literature only. It consists of one paragraph only summarizing the main points of all
the research findings from abstracts, theories and models used in the study or in your
research.

Example in Concluding the Review of Related Literature and Studies


using Summary

To sum up, the literature and studies mentioned above give the strong evidence
of what the researchers claim on the lived experiences of the respondents being
teenage mothers.

37 CO_Q2_SHS Practical Research 1_Module


4
Example in Concluding the Review of Related Literature and Studies
using
Evaluation

Different views on the lived experiences of teenage mothers have been presented
from different findings of various researches and different perspective from prominent social
theorists. Each view is supported by experiences of emotional and psychological journey
into a knowledge of an early motherhood.
Example in Concluding the Review of Related Literature Using Linkage
of Existing Knowledge

Based from the related literature reviews and studies presented above, teenage
pregnancy is nothing new in historical point of view and in worldwide phenomenon. The
reviews and studies support the idea that teenage pregnancy is mainly a social and not a
medical problem .

What’s More

Directions: With your knowledge on the content of review of related literature, analyze if the
following short review of related literature contains the three (3) parts;
introduction, body, and conclusion.

REVIEW OF RELATED LITERATURE


This study would determine the factors affecting the academic performance of
students at risk with learning disabilities as basis for designing a supportive
classroom environment at Gingoog City Comprehensive National High School,
Gingoog City for school year 2018-2019.
Rationale, History and Background of Learning Disability
The oldest record of Learning Disability (LD) case happened in 1802 when
Franz Joseph Galla German- French anatomist and physiologist found out an
association between brain injury in soldiers and the continuous expressive language
disorders. In 1822, book entitled “Sur les Fonctions,” written and published by Gall
expressing his belief in this way “brain was divided into twenty-seven separate
"organs," each corresponds to a discrete human faculty”. He further outlined that one
of our memories is controlled by such separate organs; the memory of facts;
educability; perfectibility. This belief of Gall was confirmed by other researchers
stating that if imperfection occurs in those processes of our brain, it must be due to a
cranial fault (Who, 2005) as cited by Carlson (2005).

38 CO_Q2_SHS Practical Research 1_Module


4
In the year 1867, Heinrich Stotzner (German teacher teaching Deaf students)
opened school for slow learners because he discovered that there were children
though without problem on mental retardation, they exhibited difficulty to read and
write because of poor motor coordination.
In 1877, Adolph Kassmaul (German physician) introduced the term word
blindness” for loss of ability to read (Hagw &Silver,1990). This term is still employed
today to describe a form of dyslexia, refers to a neurological disorder characterized
by loss of the ability to read or understand the written word, either totally or partially.
Partial word blindness permits the individual to recognize letters, but read only certain
types of words (Miller, 2002).
It was James Hinshelwood, a Glass glow eye specialist who was cited as the
prime figure in discovering learning disability. It started when a boy who could not
read was referred to him and he concluded that the boy suffered a congenital
wordblindness. He pointed out that this might cause by a defected language-related
area of the brain but not due to his loss of vision.
Answer the following questions.
1. Is the review complete?
2. Is there an introduction?
3. Is there a body?
4. Is there a conclusion?

What I Have Learned

Congratulations! You are about to end this lesson. To ensure your learning, you have
to complete the following statements below:

1. I have learned that there are three important structures in review of related literature.
These are:
a. the introduction which deals on
_____________________________________________________________

b. the body which deals on


________________________________________________________________

c. the conclusion which deals on


________________________________________________________________

What I Can Do
This is your time to practice what you have learned. If your research teacher has
given you the titles below, choose one research that is related to your track and develop a
review of related literature and studies with an introduction, a body, and a conclusion.

39 CO_Q2_SHS Practical Research 1_Module


4
Sample titles:
1. The Lived Experiences of Students Enrolled in Academic Tracks
2. The Lived Experience of Students Enrolled in Technical Vocational Tracks

Alternative activity. Using your research notebook do the following for practice.

Exercise 1:

Imagine you are the president of SHS Students’ Club. Your teacher requests you to
give an introduction about what is SHS Student Club. Write your answer on the blank
provided.

Exercise 2:

You are attending the SK meeting in your barangay and your chairman’s agenda is
about SHS Negosyo Program. Your SK chairman requests you to give introduction about
SHS in your school.
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________

Lesson
ETHICAL STANDARD IN
7 RESEARCH

What’s In

In the previous lesson, you have learned the contents of the review of related
literature. It contains the introduction, the body, and the conclusion.

40 CO_Q2_SHS Practical Research 1_Module


4
What’s New

Directions: In this activity, determine if the action made by the researcher is ethical or
unethical. Drop a finger up sign on the box provided if it is ethical and finger
down if it is unethical.

Signs and Symbols By Freepik.com

1. The researcher is writing review following the copyright law.


Answer:

2. The researcher knows how to cite other people’s literary work.

Answer:

3. It is okay to copy and paste the writing or study of other author/s without
paraphrasing it or directly quoting the entire words. Answer:

4. Recognize the work of others by citing them in your study.


Answer:

5. Plagiarism is considered a major offense in writing research.


Answer:

What is It

Being a researcher, you can hear complaints about unethical standards in writing
research. When we say unethical, it means that the ethical standard is being violated. The
narrative accounts of how the authors’ intellectual rights are taken for granted during the
writing of related literature review have caught the attention of the seasoned researchers
and the academic world. Thus, to make us follow the ethical standard in writing research, let
us read the information below.

41 CO_Q2_SHS Practical Research 1_Module


4
According to Fraenkel & Wallen (2007) in their book titled “How to Write and Evaluate
Research in Education” ethics is the term coined to words of right or wrong. And if
researchers think about research, they are thinking whether or not conducting research to
particular respondents in a particular situation and place is “right” or “wrong”.

Ethical standard in research means following the right procedure/ protocol in


conducting research. Here are some points to consider the ethical standard in writing review
of related literature.

1. Understand the Intellectual Property (IP) rights

To understand the ethics of information use, you should know the law of intellectual
property rights and the law.

Intellectual property (IP) refers to creations of the mind such as inventions, literary
and artistic works and symbols, names, images, and designs used in commerce.

IP is divided into two categories: Industrial property, which includes inventions


(patents), trademarks, industrial designs, and geographic indications of source; and
Copyright, which includes literary and artistic works such as novels, poems and plays, films,
musical works, artistic works such as drawings, paintings, photographs and sculptures, and
architectural designs" (Source: "What is Intellectual Property?", WIPO- World Intellectual
Property Organization).

According to this law, it is illegal to grab an image off someone else's web page and
put it on your web page without the permission of the copyright owner. Likewise, it is illegal
to copy and paste any articles, studies or research findings and consider them as yours
without citing and asking permission from the owner.

To protect the owners, from illegal use of their intellectual property, a copyright law
comes into view. This protects (1) literary works; (2) musical works, including any
accompanying words; (3) dramatic works, including any accompanying music; (4)
pantomimes and choreographic works; (5) pictorial, graphic, and sculptural works; (6)
motion pictures and other audiovisual works; (7) sound recordings; and (8) architectural
works. Thus, anybody violating this law may be accountable to copy right law.
Copyright is automatic! Absence of a copyright mark or statement does NOT mean
that an item is not copyrighted. Copyright owners have exclusive rights of reproduction,
adaptation, distribution, public performance and display. As original work that is fixed in a
tangible medium, material on the Web is protected. It is illegal to grab an image of someone
else's web page and put it on your web page without the permission of the copyright owner.

For educational purposes, some uses of copyrighted material are allowed through
provisions of copyright law such as "fair use." In general, you can use only a small part of
another's work. In short, be careful when you use the intellectual property of others.

2. To understand the ethical use of information

This helps you understand the ethical use of information by providing information on
quoting, paraphrasing, and citing the work of others and on recognizing and avoiding
plagiarism.

To use the work of others aside from respecting the intellectual property right, you
should know how to quote, summarize of paraphrase and cite properly the work of others.

42 CO_Q2_SHS Practical Research 1_Module


4
Here are the tips of maintaining the use of ethical information

• You have to cite the author/s name to give respect of credit of his/ their property. You
can do it by quoting directly or by paraphrasing. Academic ethics require that writers
be credited for their work and their writing.

• If in case you use purposely or unintentionally the work of others without giving
proper credit, you have violated the law of plagiarism.

• Your bibliography or references is a good evidence to support that your review of


related literature demonstrates scholarly materials with credible evidence –
references or bibliography.

• When citing other people literary work, use direct quotation by putting quotation
inentire words and cite your source. If you paraphrase other people's literary words,
cite that source. If you've used the ideas from others, cite the names of those who
give you that ideas.

What Can I Do More

Let’s have this activity to show how you understand the ethical standard in writing
your review of related literature.

Directions: Write true if the statement is containing a fact and false if it is not true. Write your
answer on the blank provided for.

1. Author/ authors should be cited in your review of related literature.


2. Intellectual Property (IP) includes research used in review of literature.
3. Copyright owners have exclusive rights of reproduction, adaptation, distribution, public
performance, and display
4. Paraphrasing the abstract of the study to be used in your study is a practice of ethical
standard.
5. In general, you can use only a small part of another's work.
What I Have Learned

You are almost done in this lesson. Before you have to move to the final activity, you
need to mention first what you have learned in this lesson.

Directions: Complete the statement below. Write your answer in your research notebook.

1. I have learned that the principles of ethical standard in writing research are:

43 CO_Q2_SHS Practical Research 1_Module


4
2. I have also learned that I can violate the principles of writing research if I do the
following:

What I Can Do

Directions: Apply the knowledge of using ethical standard in writing literature review through
the abstract presented from Aparejo, Brandino, Calipusan (2018) study by
making comments after the student’s related review of literature presentation 2.

The aimed of this study was to develop web applications as an intervention to


improve the data management of SHS of GCCNHS, Gingoog City Division. The web
applications were designed to address the heavy workload or overburden of teachers due
to clerical tasks required to them resulting a delayed submission of the required forms.
Data management of SHS improves as evident in data scheme (soft/hard), source
of data (online), access to data (fast/easy), data accuracy (limited to user error), secured
data, data can be stored for lifetime, data can be generated and transferrable to next
school year, managing data is fast and easy. The beneficiaries of data expansion are the
Principal, Assisting principals (3), Registrar (1), SHS teachers (48), students (1,359) and
parents (1,359).

Source: Aparejo, Brandino & Calipusan (2018) Improving data management system of
senior high school through web applications.
`Assuming this is the submitted part of Joselito’s review of literature submitted to his
research teacher, what are his violation in relation to ethical standard in writing review of
related literature?

The aimed of this study was to develop web applications as an intervention to


improve the data management of SHS of GCCNHS, Gingoog City Division. The web
applications were designed to address the heavy workload or overburden of teachers due
to clerical tasks required to them resulting a delayed submission of the required forms.

Data management of SHS improves as evident in data scheme (soft/hard), source


of data (online), access to data (fast/easyPossible answers: ), data accuracy (limited to
user error), secured
data, data can be stored for lifetime, data can be generated and transferrable to next
school 1. Joselito violated thefollowing:_________________, _________________ ,
year, managing data _______________, _____________________,

44 CO_Q2_SHS Practical Research 1_Module


4
_________________,is fast and easy. The beneficiaries of data expansion are the
Principal, Assisting principals (3), _____________________.Registrar (1), SHS teachers
(48), students (1,359) and parents (1,359).

You are now ready to write review of related literature. Let’s try to follow the
directions below.

Directions: Using the research title “Lived Experiences of Children of OFW Parents
Studying Senior High School “, do the following to write the review of related literature.

1. Browse 5 information from books in the library or online books about the key words
“Children of OFW Parents”

2. Browse literature review from 5 journals (www.googlescholar.com, www.eric.gov.ph,


https://www.apa.org, yahoo.com,google.com and google scholar )

3. Browse 5 Abstract from the link mentioned in no. 2 relating to the key words
assigned.

4. then, make a draft by linking one literature and studies to another.

5. Write a view of related literature using the keywords given with the following
contents: a. introduction,
b. body,
c. conclusion and
d. references.

Follow these guidelines in writing review of related literature


1. Use Arial font style, 12 font size
2. Use 1-inch margin throughout
3. Use double spaced format

With the help of your research adviser, present your review of related literature to her
for corrections and revision. Then, wait for the schedule of the oral defense set by your
research adviser on this manuscript done.
Sample Review of Related Literature

Title Study: Lived Experiences of Working Students Enrolled in Senior High School
(SHS): A Phenomenological Study

Review of Related Literature and Studies

This study was designed to explore the experiences of Senior High


School (SHS) working students enrolled in Gingoog City Comprehensive
High School, Division of Gingoog City. To facilitate the more comprehensive Introduction
details of this phenomenological research approach, review of related
literature and studies include the following:

According to Human Capital Theory (Becker, 1964), as cited by Neyt,


Omey, Verhaest & Baert(2017) employment can be a complement to
education due to the additional skills and knowledge obtained while working.
On the other hand, building on the Theory of the Allocation of Time (Becker,
45 CO_Q2_SHS Practical Research 1_Module
4 Body
linking
theories
1965) as cited by Neyt, Omey, Verhaest & Baert (2017) the Zero-Sum Theory suggests that
student employment and education are substitutes. It is argued that student employment
strongly constrains students’ use of time: time spent working crowds out time spent on
activities that enhance academic performance (e.g., studying, doing homework, and
attending classes; Bozick, 2007; Kalenkoski &Pabilonia, 2009; 2012). Self-Determination
Theory (SDT) on the other hand has been widely discussed in the field of motivation in
school learning, and many studies have shown that motivation can affect students' learning
and performance and, conversely, that learning can affect motivation (Wechsler, 2006,
Pfromm, 1987, Schunk, 1991, Mitchell, Jr., 1992) as cited by Leal, Miranda, & Carmo (2013).

Working while studying is not an easy task, especially for full-time


students who work for more hours a week. This can be a tough situation
which needs balancing of time between studies and work. Students who
work while studying are those who usually belong to families with low
average income, where survival is a must (Frigillano, Ciasico & Nulada,
2015). Tuttle (2005) describes them as lower-income students, and to some
extent, middle-income students, who have some unmet financial burdens
and need to work while studying. Working while studying could have positive
effects on one thing and negative on another, and that it would affect
different kinds of students differently (Lederman, 2009).

Studies have proven that students who work while studying have
various effects into their academic performance positively and foster student Body using
achievement and success (Watanabe, 2005; Pike in Lederman ,2009; positive
Frigillano, Ciasico & Nulada, 2015), determined the effects of college student findings of
employment on academic achievement. Findings revealed that college
study
student employment did not affect academic achievement., on leadership
skills, psychological well-being Pascarella and Padgett (in Lederman 2009),
on self –esteem (Frigillano, Ciasico & Nulada, 2015), on feeling of self –
achievement and self-satisfaction (Kavaran,2013), abilities on balancing time
to study and work (Ali,2010) abilities of hard work and determination in
people ( Kavaran, 2013 ), (Orszag et. al, 2001), to improve their lives in the
future and caring environment between students and teachers.
(Jaavall,2007). Another study revealed a positive experience to working
students and prepares them into market world. Kwadzo (2014) also
indicated the benefits gained by said students from the responsibilities that
resulted from their dual role as both students and employees in many ways.
Interestingly, these students effectively employed different coping
mechanisms including finding social support and participating in leisure and
no leisure activities to off-set the negative effects of studying and working
concurrently.

However, there are also studies which prove there are negative
effects in working while studying as proven from the studies of the following
researchers. Orszag, et al., 2001) as cited by Lundberg (2004) revealed that
there are negative effects in working while studying because hours spent at
work take time away from studying - which may lead to lower grades and
less attractive post-college opportunities. Working may contribute to students
dropping out or taking a longer time to graduate. Furrand Elling (2000) Body stating
proved that students working between 30-39 hours per week and those negative
working 40+ hours per week felt that their employment had a negative effect effects on
on their academic achievement. Neyt, Omey, Verhaest & Baert (2017) findings of
literature review findings found that that student employment seems to have study
a more adverse effect on educational choices and behaviour (study
engagement and the decision to continue studying) than on educational
46 CO_Q2_SHS Practical Research 1_Module
4
performance (in particular, graduation). Kwadzo (2014) study revealed that students suffered
from emotional and physical stress which resulted in tiredness, lack of sleep, role conflict,
homesickness and frustration.

Literature reviews and studies used in this phenomenological study serve as guide in
making the framework and findings of the study.

References (for this Review of Related Literature sample)

Ali, S. A. (2010). Benefits of working while studying. Retrieved from


http://www.instaforex.com/forex_bonus.php.

Bozick, R.(2007). Making it through the first year of college: The role of students' economic
resources, employment, and living arrangements. Sociology of Education, 80(3),
261– 285.

Frigillano, S, Ciasico,E.Nulada, L. (2015) Lived Experiences of On-Campus Working


Students. Open Science Journal of Education. Iloilo Science and Technology
University, Miagao Campus, Miagao, Iloilo, Philippines Vol. 3, No. 6, 2015, pp.38- 42.

Jaavall, I.M. (2007) Quality of School Life for Working Students. A Study Conducted among
Working Students of 8th Grade in a Primary School in Addis Ababa, Ethiopia. Thesis
study.

Kalenkoski, C.M.,& Pabilonia, S.W.(2009). Does working while in high school reduce US
study time? Social Indicators Research, 93(1),117–121.

Kalenkoski, C. M., & Pabilonia, S. W. (2012). Time to work or time to play: the effect of
student employment on homework, sleep, and screen time. Labour Economics,
19(2), 211– 221.
Kwadzo, M. (2014) International Students’ Experience of Studying and Working at a
Northeastern Public University in the US. Online Volume 4, Issue 3.

Leal,,E. Miranda, G. J &Carmo, C.R. ( 2013 ) Self-determination theory: an analysis of


student motivation in an accounting degree program . Rev. contab. finanç. vol.24
no.62.

Lederman, D.(2009). The impact of student employment. Inside Higher Ed. Retrieved from
http://www.insidehighered.com/news/2009/06/08/work#sthash.ZwDog1WS.dpbs.

Watanabe, L. E. (2005). The effects of college student employment on academic. The


University of Central Florida Undergraduate Research Journal Vol. 1: 38–47.
Retrieved from http://www.urj.ucf .edu/docs/URJmanuscript_Watanabe_0805 09.pdf

Lundberg, C. (2004) Working and Learning: The Role of Involvement for Employed
Students.
Accessed
at
https://www.researchgate.net/publication/273348767_Working_and_Learning_The_
Role_of_Involvement_for_Employed_Studentson Jan. 31,2020.

Neyt, B., Omey, E. Verhaest, D.&Baert, S. (2017) Does Student Work Really Affect
47 CO_Q2_SHS Practical Research 1_Module
4
Educational Outcomes? A Review of the Literature. http://ftp.iza.org/dp11023.pdf

Tuttle, T. et al (2005). College students working: the choice nexus. Indiana Project on
Academic Success. Retrieved from
http://www.indiana.edu/~ipas1/workingstudentbrief.pdf.

Assessment

Dear students, how are you? Are you happy of your learning about Writing Review of
Related Literature? Now that you are about to end this lesson, thank you for your
cooperation. But before we say good luck for another venture in research writing, you have
to answer the posttest first. Take your time.

Directions: Read the question in each item and write the letter of your answer in your
answer sheet. If you think you are in doubt of your answer, go back to the
lesson/s in this module so you can answer correctly.

1. What kind of source if the material is obtained and published here in our country?
A. Local C. International
B. Philippines D. Foreign land

2. Online sources in research writing becomes the trend of our today’s generation
because
A. it is local. C. it is International.
B. it is easy to access. D. it is proper to do it.

3. Which of the Abstract study or reference below you are likely to use in your review of
related literature?
A. With author/s C. With year of publication
B. With no authors D. With author/s, year, and publication

4. What type of review of literature and study organization this line below belongs?
Teenage pregnancy is a problem long before 1980 (Aljas, 1990) until in 1990 (Arawe,
1995) and getting worse in 2000 (Puray , 2020).

A. By authors C. By method
B. By publication D. By chronological

5. In making link of a study, the beginning statement in the box indicates what type of
statement?
This study contradicts or challenges the social cognitive theory (Pajares and
Urdan, 2006) indicating that self-efficacy beliefs provide the foundation for human
motivation, well-being, and personal accomplishment.

A. Agreement C. Disagreement
B. Neutral stand D. Both agreement and disagreement

6. Upon reading the excerpt of literature below, which of the following you are going to do
to change the review of related literature into by publication approach?

48 CO_Q2_SHS Practical Research 1_Module


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Van Voorhis (2001) and Simon (2001) found that regardless of students’
background or prior school achievement, involving parents in various ways had a
positive impact on achievement, attendance, behavior, and course credits
completed. Significantly, parental guidance and support of their adolescent students
is critical to secondary students’ school and future success (Sanders & Epstein,
2000) as cited by Aparejo (2012).

A. Authors be in alphabetical order C. Themes be in specific order B. Years be in


hierarchical order D. Topics be in special order

7. What is missing in this excerpt of literature review if the author insists, he is citing his
source using long- direct quotation?
Aparejo (2020) concluded that most of SHS students at risk with learning
disabilities have mild dyslexia, mild dyscalculia and mild dysgraphia. These
students have suffered low general self-efficacy, low and lack of social self-efficacy
and all of them have lack of self–esteem.

A. Use quotation marks C. Use parenthetical marks


B. Use of period D. Use of author

8. What idea is not included in the content of review of literature and studies?
A. Introduction C. conclusion
B. Publication D. body

9. It is a style of citation in which the researcher rewrites the original text in his own words
which sometimes becomes longer than the original text.
A. paraphrase C. direct quotation
B. summary D. long direct quotation

10. If you are to expose the confidential data from your respondents to your co–teachers
without asking permission from the respondents, are you violating the
A. Ethical standard C. Plagiarism act
B. Unethical standard D. Copyright act

11. It is a pattern of citation where all the authors, links and year of publications are being
listed.
A. Website C. References B. Books D. Reference materials
12. What type of citation is presented below?
Aparejo, Calipusan & Brandino (2018) emphasized that web applications used in their
study comprises of online enrolment, electronic forms, sectioning and many more
applications.
A. Integral citation C. References
B. Non –integral citation D. Bibliography
13. What type of citation is presented below?
Aparejo, Calipusan & Brandino (2018) concluded that web applications is considered an
important innovation to improve the data management of SHS in GCCNHS.
A. Integral citation C. References
B. Non –integral citation D. Bibliography

14. When you write a research paper, your goal is to A. Inform your reader.
B. Save your reader time.
C. Motivate your reader to learn more about the subject.
D. Persuade your reader.
49 CO_Q2_SHS Practical Research 1_Module
4
15. Whether you use MLA or APA style, your documentation should appear A. Parenthetical
citations give a shortened version of the full reference.
B. Both are needed for full and proper documentation
C. Footnotes and endnotes are used for additional material only
D. Both documentation styles use parenthetical citations

References

Agustin, M.K. (2016) Chapter II. Review of Related literature and Studies. Available at
https://thesisbook.readthedocs.io/en/latest/Chapter%20II.html. Accessed on January
14, 2019, A Guide to Research Ethics (2003) university of Minnesota Center for
Bioethics. Documents/Research_Ethics.pdf.

Aparejo, Calipusan & Brandino (2018) Improving Data Management System of Senior High
School Through E – form Web Application. An Action Research Study of Gingoog City
Comprehensive National High School, Gingoog City Division
Aparejo, S. (2012) The Lived Experiences of Students At Risks With Learning Disability: A
Phenomenological Study.

Aparejo, S. (2017) Modifying Grade 8 Reading Materials to Improve Students’ Reading


Level Through Fry- Readability -Calculator Assessed Reading Material. An Action
Research at Gingoog City Comprehensive National High School.

Aparejo, S. (2016) The Analysis of k to 12 English 8 Module Activities: Basis for Designing
Differentiated Intructions Through Multiple Intelligence- Based Theory. An Action
Research at Gingoog City Comprehensive National HighSchool.

Ballenger, B (2012) The Curious Researcher: A Guide to Writing Research Papers. 7th
edition. Boston, MA: Pearson.

Ball, N. (2011) Technology in Adult Education ESOL Classes. Journal of Adult Education,
v40 n1 p12-19.

Baraceros, E. (2016) Practical Research 1. Rex Bookstore Inc. CM. Recto Ave.: Quezon
City

Bandur, A. (2008) A Study of the Implementation of School-based Management in Flores


Primary Schools in Indonesia . A dissertation Study from The University of Newcastle,
Australia.

Bayucot, J. (2016 ) Mindanao conflict in the fiction of Antonio Enriquez. Master’s Degree
thesis of Xavier University. Cagayan de Oro City. Brainbridge State College Library
(2019) How to avoid Plagiarism. Avialable at
https://libguides.uta.edu/researchprocess/plagiarism. Accessed on Jan. 14, 2019.

Beril, J. (2014) Enhancement of the Strengthened Technological Vocational Educational


Program (STVEP) in Relations to the Community Needs. Unpublished Master’s
Degree Study at Capitl University, Cagayan de Oro City.

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Images Cited:

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Aparejo, S. (2018) Photo collection
Calipusan, J. M. (2018) Photo collection
Fabre, R. (2018) Practical Research Icons
Signs and Symbols by Freepik.com
Creative commons book image

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