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11 SENIOR HIGH SCHOOL

Practical Research 1
Quarter 1 – Module 4:
Learning from Others and Reviewing the
Literature
Subject Name – Practical Research 1 for Grade 11
Alternative Delivery Mode
Quarter 1 – Module 4: Learning from Others and Reviewing the Literature
First Edition, 2020

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Published by the Department of Education

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

Development Team of the Module

Writers: Mary Ann C. Torres, MAED - Admin. & Supervision
Jean G. Fabugais, MAED-ELT, TMC-1
Editor: Esteria J. Macajelos
Reviewers: Esteria J. Macajelos
Illustrator : None
Lay-out Artist/Type setter : Richie C. Naingue/Josephine V. Austero
Management Team : Senen Priscillo P. Paulin, CESO V Rosela R. Abiera
Fay C. Luarez, TM, EdD, PhD Maricel S. Rasid
Nilita L. Ragay, EdD Elmar L. Cabrera
Anna Lee A. Amores, EdD

Printed in the Philippines by ________________________

Department of Education –Region VII Schools Division of Negros Oriental

Office Address: Kagawasan, Ave., Daro, Dumaguete City, Negros Oriental

Tele #: (035) 225 2376 / 541 1117
E-mail Address: [email protected]
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Practical Research
1

Quarter 1 – Module 4:
Learning from Others and Reviewing the
Literature
Introductory Message
For the Facilitator:

Welcome to Practical Research 1 Alternative Delivery Mode (ADM) Module 4

on Learning from Others and Reviewing the Literature!

This module was collaboratively designed, developed and reviewed by

educators both from public and private institutions to assist you, the teacher
or facilitator in helping the learners meet the standards set by the K to 12
Curriculum while overcoming their personal, social, and economic
constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this
also aims to help learners acquire the needed 21st century skills while taking
into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Research is creating new knowledge.

Neil Armstrong

As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing
them to manage their own learning. Furthermore, you are expected to
encourage and assist the learners as they do the tasks included in the module.

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For the Learner:

Welcome to Practical Research 1 the Alternative Delivery Mode (ADM)

Module 4 on Learning from Others and Reviewing the Literature!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time.
You will be enabled to process the contents of the learning resource while
being an active learner.

This module has the following parts and corresponding icons:

This will give you an idea of the skills or

What I Need to Know competencies you are expected to learn in the
module.

This part includes an activity that aims to

check what you already know about the
What I Know
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
This is a brief drill or review to help you link
What’s In the current lesson with the previous one.

In this portion, the new lesson will be

What’s New introduced to you in various ways; a story, a
song, a poem, a problem opener, an activity
or a situation.
This section provides a brief discussion of the
What is It lesson. This aims to help you discover and
understand new concepts and skills.

This comprises activities for independent

practice to solidify your understanding and
What’s More
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
This includes questions or blank
What I Have Learned sentence/paragraph to be filled in to process
what you learned from the lesson.
This section provides an activity which will
What I Can Do help you transfer your new knowledge or skill
into real life situations or concerns.

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This is a task which aims to evaluate your
Assessment level of mastery in achieving the learning
competency.
In this portion, another activity will be given
Additional Activities to you to enrich your knowledge or skill of the
lesson learned.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part
of the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other
activities included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through
with it.
If you encounter any difficulty in answering the tasks in this module, do
not hesitate to consult your teacher or facilitator. Always bear in mind that
you are not alone.

We hope that through this material, you will experience meaningful

learning and gain deep understanding of the relevant competencies. You
can do it!

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TABLE OF CONTENTS

CONTENT PAGES

TITLE PAGE -------------------------------------------- i

INTRODUCTORY MESSAGE -------------------------------------------- ii

For the Facilitator -------------------------------------------- ii
For the learner -------------------------------------------- iii

WHAT I NEED TO KNOW -------------------------------------------- 1

Learning Competency -------------------------------------------- 1
Learning Objectives -------------------------------------------- 1

WHAT I KNOW -------------------------------------------- 1

WHAT’S IN -------------------------------------------- 2

WHAT’S NEW -------------------------------------------- 3

WHAT IS IT -------------------------------------------- 3

WHAT’S MORE -------------------------------------------- 8

WHAT I HAVE LEARNED -------------------------------------------- 8

WHAT I CAN DO -------------------------------------------- 9

ASSESSMENT -------------------------------------------- 9

ADDITIONAL ACTIVITY -------------------------------------------- 11

ANSWER KEYS -------------------------------------------- 11

REFERENCE LIST -------------------------------------------- 13

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What I Need to Know

This module highlights about learning from others and reviewing the
literature. Specifically, it examines the criteria in selecting, citing, and
synthesizing related literature as well as ethical standards in writing related
literature.

Learning Competencies

At the end of this module, you are expected to

1. Select relevant literature

2. Cite related literature using standard style
3. Synthesize information from relevant literature
4. Write coherent review of literature
5. Follow ethical standards in writing related literature
6. Presents written review of literature

What I Know

Activity 1. Let’s check your prior knowledge…

Directions: Read each item carefully. Write TRUE if the statement is true
and write FALSE if the statement if false. Write your answers in your Activity
Notebook.

1. Review of Related Literature is one of the major activities in research

that makes you examine or study again the concepts or ideas related
to your research that people managed to publish in books, journals
or other reading materials in the past.
2. RRL is an important component of research regardless of the type of
research.
3. Examining of the written works related to your study is necessary.
4. Finding out the connection of your study to the current conditions or
situations in the world is the purpose of RRL.
5. Knowing more about theories or concepts underlying your research
work and to learn from them with respect to your own research
study must be observed.

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6. To discover the relation of your research with the previous research
studies is not totally important.
7. Printed books, journals, magazines and Newspaper are examples of
reading material to be used in RRL.
8. RRL does not offer concepts, ideas and information for the study.
9. RRL is an analysis of man’s written or spoken knowledge of the
world to determine the connection of your research with what people
already know about it.
10. Conceptual review is an analysis of concepts or ideas to give
meaning to some national or world issues.

What’s In

Activity 2: Let’s widen your imagination…

Directions. Examine the pictures below. Write down what comes to your
mind upon seeing them. Use the guide questions.

1. What is the function of bridge?

2. Why is a bridge needed?

3. In doing research work, why is constant reading of related

articles to your topic is recommended?
4. How often do you read other references to find the answer of
questions? Why?

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What’s New

Activity 3. Let’s try this…

Directions. In your notebook, answer briefly the following questions.

1. What is review of literature?

2. What are the purposes for conducting related literature?
3. Why do you need to re-examine /review the literature related to your
study?
4. Is RRL necessary in the study? Explicate your answer.

What is It

Discovering truths about a particular topic requires speculative

thinking. Through curiosity, you tend to have many questions in your mind
about your topic. Then, you begin to search for answers of your questions
from people’s ideas, written facts and information about your target topic.

Aligning what you already knew with what others knew or have already
done about your chosen topic indicates the timeliness and relevance of your
work. Moreover, reading extensively about your subject matter enables you to
obtain rich background knowledge that will help you establish a good
foundation or direction of your research work.

Review of Related Literature (RRL) discusses published information in

a particular subject area, and sometimes information in a particular subject
area within a certain time period (Ramdhani, A., Ramdhani, M., & Amin, A.,
2014). It is a survey of scholarly articles, books and other sources relevant to
a particular issue, area of research, or theory, and by so doing, providing a
description, summary, and critical evaluation of these works.
(libguides.usc.edu, n.d.) It describes the content and quality of knowledge
already available, and readily presents the reader the significance of previous
work (Okoli & Schabram, 2010)

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Traditional Review of Literature
Ridley (2008) identified the styles or approaches of RRL to be applied in
conducting research study. The Traditional Review of Literature which
summarize present forms of knowledge on a specific subject and aims to give
a new understanding of an existing work. It expects you to state your
intentions in conducting the review and to name the sources of information
and it provides a concise summary of information and data findings that
describe current knowledge and facts that offers a rationale for conducting
future researchers. (Ridley, 2008).
An important area of a literature review is an understanding of a
gap. It is an important research question relevant to a given domain that has
not been answered adequately or at all in existing peer-reviewed scholarship.
The gap will hopefully ensure that the research will likely have valuable
practical and theoretical implications.

The Different Types of Traditional Review

1. Conceptual Review – Analysis of concepts or ideas to give meaning to
some national or world issues.
2. Critical Review – focuses on theories or hypotheses and examines
meanings and results of their application to situations.
3. State-of-the-Art Review – makes the researcher deal with the latest
research studies on the subject.
4. Expert Review– encourages a well-known expert to do the RRL
because of the influence of a certain ideology, paradigm, or belief on
him.
5. Scoping Review – prepares a situation for a future research work in
the form of project making about community development,
government policies, and health services, among others.

Systemic Review of Literature

As indicated by its name “systemic” which means methodical. It’s a style
of RRL that involves sequential acts of a review of related literature. Unlike
traditional review that has no particular method. Here are the steps in doing
Systemic Review of Literature (Ridley, 2012):
1. Have a clear understanding of the research questions.
2. Plan your manner of obtaining the data
3. Do the literature search
4. Using a certain standard, determine which data, studies or sources of
knowledge are valuable or not to warrant the reasonableness of your
decision to take some data and junk the rest.
5. Determine the methodological soundness of the research studies.
6. Summarize what you have gathered from various sources of data

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A systemic review of literature is a rigorous way of obtaining data from
written works. It is a bias-free style that the researcher wanting to be a
research expert should experience. This is vital for students undergoing
literature review. It should be done in a systematic way ensuring that they
search for relevant texts on their topic. Identifying the literature that will
address students review question that initially students must develop a
strategy to articulate the focus of literature that will seek to answer their
questions.

What is Meta-analysis in Relation to RRL?

It is a kind of review of related literature in which you re-examine and
combine the results of two or more statistical studies for coming out with a
grand total to indicate stronger effects of the research outcome. Putting the
results together and making them appear as one result work to strengthen
wherever impact the independent variable has on the dependent variable
(Ridley, 2012).

How to write a concise review of related literature?

Doing the review of related literature is not the usual enumeration of
references. Presentation of the data gathered should be by topic based on the
given objectives of the research. The literature should not be too detailed or
brief. Text should be based on the current edition of the American
Psychological Association (APA), Modern Language Association of America
(MLA) or the Chicago Manual of Style and other standards relevant to one’s
discipline (Ridley, 2012).
The type of reference style will depend on the research studies of the
student namely:
1) APA: Psychology, Education and other Social Sciences;
The APA referencing style is also called the "author-date" style.
The text citation contains the author/s and the year of publication.
Use only the surname of the author(s) followed by a comma and the
year of publication.

Example:
I Am a Filipino is a descriptive essay which creates a main
impression, an over-all effect, feeling, or image of a Filipino (Macajelos,
2014, 247).

Or
(Macajelos, 2014) stated that “I Am a Filipino is a descriptive
essay which creates a main impression, an over-all effect, feeling, or
image of a Filipino.”

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What will appear in the bibliography are the following:

Macajelos, Esteria. 2014. English of the New Generation. Quezon City:

Sunshine Interlinks Publishing House Incorporated.

2) MLA: Arts and Humanities;

MLA format follows the author-page method of in-text citation.

This means that the author's last name and the page number(s) from
which the quotation or paraphrase is taken must appear in the text,
and a complete reference should appear on your Works Cited page.
The author's name may appear either in the sentence itself or in
parentheses following the quotation or paraphrase, but the page
number(s) should always appear in the parentheses, not in the text of
your sentence.
(https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_fo
rmatting_and_style_guide/mla_in_text_citations_the_basics.html

Example:
Macajelos stated that “I Am a Filipino is a descriptive essay
which creates a main impression, an over-all effect, feeling, or image
of a Filipino” (249).

What will appear in the bibliography are the following:

Macajelos, Esteria. English of the New Generation. Quezon City:
Sunshine Interlinks Publishing House Incorporated, 2014.

3) Chicago: History and many other subjects in scholarly and non-

scholarly work.

Example:
Macajelos (2014, 249) stated that: I Am a Filipino is a descriptive
essay which creates a main impression, an over-all effect, feeling, or
image of a Filipino.

What will appear in the bibliography are the following:

Macajelos, Esteria. English of the New Generation. Quezon City:
Sunshine Interlinks Publishing House Incorporated, 2014.

Why do I need to cite? To uphold the intellectual property and avoiding

plagiarism should be observed in the research work. To attribute the prior or
unoriginal work and ideas to the correct sources is also needed and allowing
the readers to determine independently whether the reference materials

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support the author's argument in the claimed way and helping the reader
gauge the strength and validity of the material that the author had used.

Ethical Standard in Writing Related Literature

Research ethics are standardized rule that guide the design to conduct
research. The term ethics refers to questions of right or wrong. When
researchers think about ethics, they must also ask themselves if it is right to
conduct a particular study or carry out certain procedures (Ridley, 2012).

What is Plagiarism? It is committed when authors present the words,

data or ideas of others with the implication that they are their own without
attribution. This act is against the intellectual property right law. It is a form
of research misconduct.

Ethics in Literature Review

1. Discuss intellectual property frankly

2. be conscious of multiple roles
3. Follow informed consent rules
4. Respect confidentiality and privacy
5. Tap into ethics resources

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What’s More

Activity 4: Let’s do it…

Directions. Make a flow chart about the process of writing a literature review.
You may draw your flow chart like this:

Process in Literature Review

What I Have Learned

Activity 5: Let’s reflect…

Directions. Write a short reflection in your Activity Notebook.

I thought _________________________________________________________

__________________________________________________________________

I learned that ____________________________________________________

__________________________________________________________________

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What I Can Do

Activity 6. Let’s prove it…

Directions. Give what is asked for in each item. Write your responses in your
notebook.

1. Identify the type of literature that you need in your study.

2. Do you think the literature references gathered are relevant to your
chosen topic? Elucidate.
3. What do you think is the relevance of the different literature
references in doing a research?

Assessment

Activity 7. Let’s check it out…

Directions. Read carefully the statements or questions below and write your
answers on your activity notebook.

I. Write the word in your notebook that corresponds to your answer.

1. Meta-analysis supports a review of related literature that is:

___________traditional _________technical
__________Systemic _________total
2. A systematic review of related literature follows a certain:
_________theory _________method
_________instruction ________model
3. Being honest, truthful and grateful in doing the review of related
literature is practicing:
_________smartness _________cut-and- paste
_________ethics _________individualism
4. Quantitative research uses meta-analysis; qualitative research uses
_________narrative synthesis _________discourse
_________data analysis _________thematic synthesis
5. Re-examining the sources are designed to provide an overview of bases
you have explored
_________ Literature review __________oral review
_________oral presentation __________meta-analysis

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II. Write the words in your notebook that correspond with the correct
answers to complete the text. Choose your answers inside the box below

Modern traditional academic

Quantitative review gap
Referencing question doubts
Theoretical acknowledge honesty
Articles researcher plagiarism
Software hardware prestigious
Literature ethical copied

Review of related literature happens in two ways: (1) ______ and

systematic review. Systematic review is for (2) ____; traditional for qualitative
research. An important area of a literature (3) _________is an
understanding of a (4) ____. It is an important research (5) ________relevant to
a given domain that has not been answered adequately or at all in existing
peer-reviewed scholarship. The gap will hopefully ensure that the research
will likely have valuable practical and (6) _______implications.
The ethical way of literature writing tells you to (7)__________the
owners of borrowed ideas and put quotation marks around the copied words
from books or (8)__________.Intentionally or negligently disregarding the use
of quotation marks around words copied exactly is not only unethical but an
indication of gross (9)______ as well. You must be aware of the fact that with
the surfacing of online sources of information (10) _______to detect piracy from
online sources has likewise become so available in (11) ________institutions.
Proper citation and (12)_______ is you way of freeing yourself from plagiarism
and of avoiding people from casting (13)____ on your (14)_______ and integrity
as a (15)______.

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Additional Activities

Activity 8. Let’s go beyond…

Directions. Present a written review of literature of your chosen topic

systematically by following ethical standards in writing related literature. Use
short bond papers. Follow the same font style, font type, margins and spacing
in your previous activity.

Answer Key

Activity 1. Let’s check your prior knowledge…

1. True 6. False
2. True 7. True
3. True 8. False
4. True 9. True
5. True 10. True
Activity 2: Let’s widen your imagination…
(Answers may vary.)
Activity 3. Let’s try this…
(Answers may vary.)
Activity 4: Let’s do it…
Possible answers:
Process in Literature Review

Choosing a 1. Know the

review topics literature Synthesizing the
from 2. Comprehend information from
academic the literature relevant
journal 3. Apply literature.
articles and 4. Analyze
academic 5. Synthesize
books 6. Evaluate

Activity 5: Let’s reflect…

(Answers may vary.)

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Activity 6. Let’s prove it…
(Answers may vary.)
Activity 7. Let’s check it out…
I. 5. question
1. Total 6. Theoretical
2. Method 7. Acknowledge
3. Ethics 8. Articles
4. Narrative 9. Plagiarism
5. Literature review 10. Software
II. Fill in the blanks 11. Academic
1. traditional 12. Referencing
2. quantitative 13. Doubts
3. review 14. Honesty
4. gap 15. researcher

Glossary

Anecdotal/ opinion. Views or opinions about the subject that are not
research, review or theoretical in nature (Cronin et.
al. 2008).
Conceptual/ theoretical. Papers concerned with description or analysis of
theories or concepts associated with the topic
(Cronin et. al. 2008).
Literature review. A literature review is a surveys scholarly articles,
books and other sources relevant to a particular
issue, area of research, or theory, and by so doing,
providing a description, summary, and critical
evaluation of these works (libguides.usc.edu, n.d.).
Plagiarism. “Plagiarism is the appropriation of other people’s
material without giving proper credit” (The European
Code of Conduct for Research Integrity)
Primary source. Usually a report by the original researchers of a study
(Cronin et. al. 2008).
Secondary source. Description or summary by somebody other than the
original researcher, e.g. a review article (Cronin et. al.
2008).

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References

Cronin, P., Ryan, F., & Coughlan, M. (2008). Undertaking a literature review:
a step-by-step approach. British Journal of Nursing, 17(1): 38-43.

Okoli, C., & Schabram, K. (2010). A Guide to Conducting a Systematic

Literature Review of Information Systems Research. Sprouts: Working
Papers on Information Systems, 10(26)

Ramdhani, Abdullah & Ramdhani, Muhammad & Amin, Abdusy. (2014).

Writing a Literature Review Research Paper: A step-by-step approach.
International Journal of Basic and Applied Science. 3. 47-56.

Ridley, D. (2008). The literature review. A step-by-step guide for students.

Thousand Oaks, CA: Sage

USC Libraries. (n.d.) Organizing Your Social Sciences Research Paper.

https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatti
ng_and_style_guide/mla_in_text_citations_the_basics.html

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For inquiries or feedback, please write or call:

Department of Education – Schools Division of Negros Oriental

Kagawasan, Avenue, Daro, Dumaguete City, Negros Oriental

Tel #: (035) 225 2376 / 541 1117

Email Address: [email protected]
Website: lrmds.depednodis.net