RESEARCH METHODOLOGY

CHAPTER 2
REVIEW OF LITERATURE

MSCS II
LAHORE COLLEGE FOR WOMEN
UNIVERSITY LAHORE.
PREPARED BY: DR. AYESHA IQBAL
 REVIEW OF THE LITERATURE
• Besides selecting a quantitative, qualitative, or mixed methods approach,
the proposal designer also
• This literature review helps to determine whether the topic is worth
studying, and it provides insight into ways in which the researcher can
limit the scope to a needed area of inquiry.
• A common shortcoming of beginning researchers is that they frame their
study in complex language.
• Good, sound research projects begin with straightforward, uncomplicated
thoughts that are easy to read and understand.
• As a project develops it will become more complicated.
 LEARNING OBJECTIVES

After studying this chapter, you should be able to understand:

 What is meant by literature review?

 Functions of literature review

 Steps of literature review

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 LITERATURE REVIEW

• is the documentation of a comprehensive

review of the published and unpublished work
from secondary sources of data in the areas of
specific interest to the researcher.
 LITERATURE REVIEW
The literature review is an integral part of the entire
research process and makes a valuable contribution
to almost every operational step.

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A literature review has a number of functions

• Bring clarity and focus to your research problem

• Improve your methodology
• Broaden your knowledge base in your research
area
• Contextualise your findings

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 Bring clarity and focus to your research
problem
• You cannot effectively start the literature review search
without an idea of the problem you wish to investigate.

• The literature review can play an extremely important

role in shaping your research problem
• It also helps you to define the relationship between
your research problem and the body of knowledge in
the area.

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 Improve your methodology

Literature review
• acquaints you with the methodologies that have been
used by others to find answers to questions similar to
the one you are investigating.
• Tells you if others have used procedures and methods
similar to the ones that you are proposing, which
procedures and methods worked well for them and
what pitfalls they have faced with them.
 Broaden your knowledge base in your
research area

• Literature review ensures you read widely around the

subject area in which you are intend to conduct your
research study.
• It is important to know what other researchers have
found in regard to the same or similar questions, what
theories have been put forward and what gap exit in
the relevant body of knowledge
 Contextualise your findings

• Literature review helps identifying how your findings

compare with the existing body of knowledge.
• How do answers to your questions compare with
what other have found? What contribution have you
been able to make to the existing body of knowledge?
How your finding different from others?
 Procedures for reviewing the literature

There are five steps involved in conducting a

literature review:
• search for existing literature in your area of study;
• review the literature selected;
• develop a theoretical framework;
• develop a conceptual framework;
• writing up the literature reviewed
 1) Search for existing literature

• Start with at least some idea of the broad subject area and of the
problem you wish to investigate, in order to set parameters for
your search.
• Begin by identifying key words, which is useful in locating
materials in an academic library at a college or university. These
key words may emerge in identifying a topic or may result from
preliminary readings.
• Next compile a bibliography for this broad area. There are two
sources that you can use to prepare a bibliography:
– books;
– journals.
 Notice
• Be aware that sometimes a title does not provide enough
information to decide if a book/ journal is going to be of use.
• Start with the latest issue, examine its contents page to see if
there is an article of relevance to your research topic.
• Start by reading the abstract. If it is relevant then download
and read.
• Initially, try to locate about 50 reports of research in articles
or books related to research on your topic.
• Set a priority on the search for journal articles and books
because they are easy to locate and obtain.
 2) Review the literature selected

• Now that you have identified several books

and articles as useful, the next step is to start
reading them critically to pull together themes
and issues that are associated.
• If you do not have a theoretical framework or
themes in mind to start with, use separate
sheets of paper for each article or book.
 FINDINGS

• Once you develop rough frameworks, slot the findings from

the material so far reviewed into that framework, using a
separate sheet of paper for each themes of that framework.
As you read further, go on slotting the information where it
logically belongs under the themes so far developed.
• Skim this initial group of articles or chapters, and duplicate
those that are central to your topic. Throughout this
process, simply try to obtain a sense as to whether the
article or chapter will make a useful contribution to your
understanding of the literature.
 FINDINGS
• As you identify useful literature, begin designing a literature
map . This is a visual picture (or figure) of groupings of the
literature on the topic that illustrates how your particular
study will contribute to the literature, positioning your study
within the larger body of research.
• As you put together the literature map, also begin to draft
summaries of the most relevant articles. These summaries are
combined into the final literature review that you write for
your proposal or research study.
• After summarizing the literature, assemble the literature
review, structuring it thematically or organizing it by important
concepts.
 GAP ANALYSIS

• Notice where there are significant differences of

opinion among researchers and give your opinion
about the validity of these differences.
• Ascertain the areas in which little or nothing is
known-the gaps that exist in the body of knowledge.
• Now, under each subheading, record the main
findings with respect to the theme in question,
highlighting the reasons for and against an argument
if they exist, and identifying gaps and issues.
 SUMMARY OF A RESEARCH
• Mention the problem being addressed.
• State the central purpose or focus of the study.
• Briefly state information about the sample,
population, or subjects.
• Review key results that relate to the proposed
study.
• If it is a critique or methods review point out
technical and methodological flaws in the study.
 3) Develop a theoretical framework

• As you start reading the literature, you will soon

discover that the problem you wish to investigate has
its roots in a number of theories that have been
developed from different perspectives.
 4) Develop a conceptual framework

• The conceptual framework stems from the

theoretical framework and concentrates,
usually, on one section of that theoretical
framework which becomes the basis of your
study.
Examples of conceptual framework
 Conceptual Model

Complaint Satisfaction
Handling with Service
Strategies Recovery

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Complaint handling strategies

compensation

Problem solving

facilitation Satisfaction
Response speed
with
complaint
apology handling

Being courteous

explanation

effort

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 Examples of conceptual
framework

Customer
satisfaction
Customer
Loyalty

Service
Quality

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 5) Writing up the literature reviewed

• While reading the literature for theoretical background

of your study, you will realize that certain themes have
emerged.
• List the main ones, converting them into subheadings.
These subheadings should be precise, descriptive of
the theme in question, and follow a logical
progression.
 Examples of Literature Surveys
Organizational effectiveness
Organization theorists have defined organizational
effectiveness (OE) in various ways. OE has been
described in terms of goals (Etzioni, 1960),
efficiency (Katz and Kahn, 1966), resources
acquisition (Yuchtman and Seashore, 1967). As
Coutler (2002) remarked, there is little consensus
on how to conceptualize, measure, or explain OE.

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 Examples of Literature Surveys
Researchers are now moving away from a single
model and are taking contingency approaches to
conceptualizing OE (Cameron, 1996; Wernerfelt,
1998; Yetley, 2001).

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 THE USE OF LITERATURE

• Literature review in a proposal be brief and provide a

summary of the major studies on the research
problem; it does not need to be fully developed and
comprehensive at this point.
• Itt can take the following forms: (a) integrate what
others have done and said, (b) criticize previous
scholarly works, (c) build bridges between related
topics, and (d) identify the central issues in a field
LITERATURE IN QUALITATIVE RESEARCH
• In qualitative research, inquirers use the literature
in a manner consistent with the assumptions of
learning from the participant.
• One of the chief reasons for conducting a
qualitative study is that the study is exploratory.
• This usually means that not much has been written
about the topic or the population being studied,
and the researcher seeks to listen to participants
and build an understanding based on what is
heard.
USING LITERATURE IN A QUALITATIVE
STUDY
 LITERATURE IN QUANTITATIVE RESEARCH
• Quantitative research, on the other hand, includes a
substantial amount of literature at the beginning of a study to
provide direction for the research questions or hypotheses.
• describe the theory that will be used, and suggest why it is a
useful theory to examine.
• At the end of a study, the researcher then revisits the
literature and makes a comparison between the results with
the existing findings in the literature.
• In this model, the quantitative researcher uses the literature
deductively as a framework for the research questions or
hypotheses.
LITERATURE IN MIXED METHOD RESEARCH

• In a mixed methods study, the researcher uses either a

qualitative or a quantitative approach to the literature,
depending on the type of strategy being used.
• In a sequential approach, the literature is presented in each
phase in a way consistent with the method being used.
• For example, if the study begins with a quantitative phase,
then the investigator is likely to include a substantial literature
review that helps to establish a rationale for the research
questions or hypotheses.
• If the study begins with a qualitative phase, then the literature
is substantially less, and the researcher may incorporate it
more into the end of the study.
 A PRIORITY FOR SELECTING LITERATURE
MATERIAL
• Especially if you are examining a topic for the first time and
unaware of the research on it, start with broad syntheses of
the literature, such as overviews found in encyclopedias.
• Next, turn to journal articles in respected national journals
—especially those that report
research studies.
• Start with the most recent issues of the journals, and look
for studies about your topic and then work backward in
time.
• Follow up on references at the end of the articles for
more sources to examine.
 A PRIORITY FOR SELECTING LITERATURE
MATERIAL
• Turn to books related to the topic. Begin with research
monographs that summarize the scholarly literature.
• Then consider entire books on a single topic by a
single author or group of authors or books that
contain chapters written by different authors.
• Follow this search by looking for recent conference
papers. Look for major national conferences and the
papers delivered at them.
• Often, conference papers report the latest research
developments.
 A PRIORITY FOR SELECTING LITERATURE
MATERIAL
• If time permits, scan the entries in Dissertation
Abstracts.
• Dissertations vary immensely in quality, and one needs
to be selective in choosing those to review.
• The web also provides helpful materials for a literature
review. The easy access and ability to capture entire
articles makes this source of material attractive.
• However, screen these articles carefully for quality and
be cautious about whether they represent rigorous,
thoughtful, and systematic research suitable for use in a
literature review.
 PROBLEM STATEMENT
• Statement of the Problem This should include (a) a clear
statement that the problem exists, (b) evidence that supports the
existence of the problem, (c) evidence of an existing trend that
has led to the problem, (d) definitions of major concepts and
terms (this can be provided below in a subsection), (e) a clear
description of the setting, (f) probable causes related to the
problem, and (g) a specific and feasible statement.
• The Topic This is a brief description of the proposed area of study.
Include at least two sentences.
• The Research Problem This is an area of conflict, concern, or
controversy (a gap between what is wanted and what is
observed). Include the most relevant reference that supports the
claim.
 PROBLEM STATEMENT
• What? A problem statement is usually one or two sentences to explain
the problem your process improvement project will address. In general,
a problem statement will outline the negative points of the current
situation and explain why this matters. It also serves as a great
communication tool, helping to get buy­in and support from others.
• Why? One of the most important goals of any problem statement is to
define the problem being addressed in a way that's clear and precise.
Its aim is focus the process improvement team’s activities and steer the
scope of the project.
• How? Creation of a problem statement is an activity that is best
completed in a small group (4­6 people). It is helpful to have a couple of
people who are involved in the process and a process owner involved in
the activity
 The Topic
• This is a brief description of the proposed area
of study. Include at least two sentences.
• This is an area of conflict, concern, or
controversy (a gap between what is wanted
and what is observed). Include the most
relevant reference that supports the claim.
 The Topic
• It is introduced in the first paragraphs.
• Includes the general subject matter.
• Must be introduced so that the reader can
relate to it.
Example of the Flow of Ideas in the
Problem Statement
 Topic Selection Considerations
• Personal interest
• Organizational support
• Ethical issues
• Relevance of the study
• Contribution to the field
• Time constraints
• Breath and scope
• Economic factors
Why the Research Problem Is Important
• It establishes the importance of the topic.
• It creates reader interest.
• It focuses the reader’s attention on how the
study will add to the literature.
 Stating the Research Problem
• State the problem in the opening paragraph
(i.e., something that needs a solution)
• Identify an issue – Research-based research
problems – Practical problems
• Reference the problem using the literature.
• Common pitfall: defining the problem based
on the solution
How the Problem Differs From Other Parts
of Research
• A research problem is an educational issue or
problem in the study.
• A research topic is the broad subject matter
being addressed in a study.
• A purpose is the major intent or objective of
the study.
• Research questions are those that the
researcher would like answered or addressed in
the study.
 Locating the Research Problem
• Read the opening paragraphs of existing studies
for one or more of the following:
• What is the issue or problem?
• What controversy leads to the need for a study?
• What concern is being addressed behind the
study?
• Is there a sentence such as, “The problem being
addressed in this study is…”?
Determining Whether a Problem Should Be
Researched
• Can you study the problem?
– Do you have access to the research site?
– Do you have the time, resources, and skills to
carry out the research?
• Should you study the problem?
– Does it advance knowledge?
– Does it contribute to practice?
• Will your study fill a gap or void in the existing
literature?
• Will your study replicate a past study but
examine different participants and different
research sites?
• Will your study extend past research or
examine the topic more thoroughly?
How the Problem Differs From Other Parts
of Research
• A research problem is an educational issue or
problem in the study.
• A research topic is the broad subject matter
being addressed in a study.
• A purpose is the major intent or objective of
the study.
• Research questions are those that the
researcher would like answered or addressed in
the study.
 Differences Between Quantitative and
Qualitative Research Questions

Quantitative—more closed Qualitative—more open ended

1. Probable cause/effect (Why did it 1. Descriptive (What happened?)
happen?) 2. Interpretive (What was the
2. Use of theories (Why did it happen meaning to people of what
in view of an explanation or happened?)
theory?) 3. Process oriented (What happened
3. Assess differences and magnitude over time?)
(How much happened?) (How
many times did it happen?) (What
were the differences among
groups in what happened?)
Differences among the Topic, Problem,
Purpose, and Questions
• Finally, review your new problem statement
against the following criteria:
– It should focus on only one problem.
– It should be one or two sentences long.
– It should not suggest a solution.
 An example problem statement
• The staffing model in the Process Improvement Unit
(PIU) has changed (we have more staff, and some of the
staff have different working patterns) we need to have a
clear way of recording status and stage of our business
activities (projects, workshops and training) that will be
used by all PIU staff, so that we can work effectively and
provide good service to our customers. A member of
staff is due to go on annual leave in two weeks time and
we have no visibility or way of easily sharing information
about their work, this will make it hard for the rest of
the team to cover the work during staff absence.
Example Statement of the Problem
• The Topic Distance education via online platforms is a
rapidly growing method of education delivery due to
its convenience, wide reach, relatively low cost, and
ability to support the achievement of learning
objectives. Whether the platform is Blackboard,
WebCT, Moodle, Angel, or some other learning
management system, online education utilizes a
variety of common learning tools including discussion
boards, drop boxes, automated testing, and wikis.
Chief among these tools are live online sessions.
• The Research Problem Live online sessions may be
delivered in virtual classrooms from Adobe Connect,
Elluminate, GoToMeeting, Wimba, or other software
programs. Regardless of the software used, student
attendance at live online sessions, especially optional
ones, can be unpredictable at best. It is a common
complaint among the online faculty at a university in the
south that many, oftentimes most, of their students do
not attend the live online sessions. This study will address
the problem of low student attendance at nonmandatory
virtual classroom meetings in online college courses.
• Background and Justification Offir, Lev, and
Bezalel (2008) found the interaction level in a
synchronous class, also known as web
conferencing, to be a significant factor in the
effectiveness of the class. Other researchers
describe “the power of a synchronous online
system to empower students in conversation and
expression (McBrien, Jones, & Cheng, 2009).
However, if students do not attend, then they
cannot interact nor express themselves
• Deficiencies in the Evidence According to Skylar (2009),
“research concerning the use of newer multimedia
technologies, such as interactive synchronous web
conferencing tools, is in its infancy and needs further and
continued study” (p. 82). McBrien, Jones, and Cheng (2009)
stated that “more studies are needed to explore students’
perceptions of the synchronous learning experience.” A
variety of studies have explored the differences in
functionalities of the various platforms (Kenning, 2010;
Lavolette, Venable, Gose, & Huang, 2010), but they did not
get to the heart of why students do or do not attend.
• Audience This study will benefit college and
university administrators who can create or
revise policies based upon the results.
Administrators may even decide to change
virtual classroom providers. Faculty may
benefit if results indicate a change is needed
in their own practices. Finally, the study will
benefit online students whose learning
experiences will be improved by the findings.
• Purpose of the Study The purpose of this
qualitative study is to explore absenteeism
from nonmandatory synchronous sessions in
the virtual learning environment, Wimba
Classroom, by undergraduate and graduate
students in online courses at a southern
university.
• Research Questions The central question is, What are
students’ attitudes regarding nonmandatory synchronous
sessions in Wimba at a southern university? The following
are subquestions:
• 1. What are students’ reasons for attending nonmandatory
synchronous sessions in Wimba?
• 2. What are students’ reasons for not attending
nonmandatory synchronous sessions in Wimba?
• 3. What actions could the university or its instructors take
that would motivate students to increase their attendance
at nonmandatory synchronous online sessions?
 Student Examples
• Topic
• Research Problem
• Purpose Statement
• Research Question
 How to write references?

• Book

• Journal

• Online document
 Format for Citing References

Author, A., & Author, B. (year). Title of book

(edition if not first). City: Publisher.
Book by a single author
• Leshin, C.B. (1997). Management on the World
Wide Web. Englewood Cliffs, NJ: Prentice-Hall.

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 Format for Citing References

Author, A., & Author, B. (year). Title of book

(edition if not first). City: Publisher.

Book by more than one author

• Cornett, M., Wiley, B.J., & Sankar, S. (1998). The
pleasures of nurturing (2nd ed). London:
McMunster Publishing.

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 Format for Citing References

Journal Article
Author, A., & Author, B. (year). Title of article. Title of
Journal, volume number (issue number), page
numbers.
• Barry, H. (1996). Cross-cultural research with matched pairs of
societies. Journal of Social Psychology, 79 (1), 25-33.
• Jeanquart, S., & Peluchette, J. (1997). Diversity in the
workforce and management models, Journal of Social Work
Studies, 43, 72-85.
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 Format for Citing References

Referencing Electronic Sources

Author, A. (year, month day). Title of article. Title of
Newspaper. Retrieved from home page web
address
• Nader, C. (2009, June 19). Mental health issues
soar among children. The Age. Retrieved from
http://www.theage.com.au