methods of research chapter 11 literature review

8/16/2019 Methods of Research Chapter 11 Literature Review

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Review of Related Literature

ir. PANCHITO M. LABAY

FORD Fellow, Professor

WINTER TIME IN THE WAGENINGEN UNIVERSITY

Part 3

CONCEPTS IN WRITING CHAPTER-TWO


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What is a review of literatre!

----“account of what has beenpublished on a topic by accredited

scholars and researchers” (Taylor,

n.d.)

---- “means of demonstrating

authors’ knowledge about a

particular study / problem”

(andolph, !""#)

---- “ser$es as framework for

relating new findings to pre$iousfindings

---- “ it is a legitimate and publishable

scholarly document” (%e&ompte, et

al., !""')


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What"s its #r#ose!----help in identifying the research problem

----help in identifying and refining the research problem

----help in a$oiding unnecessary duplication of pre$ious

works

----help in searching for a range of theoretical andconceptual frameworks and issues

----help in pro$iding more information about the $ariables to

be looked into

----allow the researcher to foresee significant issues, and----suggest how the planned research work can contribute to

knowledge

ource *hilippine ocial cience &ouncil (*&, !""+)


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How to $o%e # with effe$tive

resear$h review!&opper (#) suggests that a good research re$iew must ha$e the

following characteristics

. Fo!usconcentrate on four foci research theories, methods, outcomes,

and practices and applications

-- t"eories helps in looking at the relationships between the $ariables and

concepts being studied with than of the present ones

-- #et"ods help in finding the best methodology and the $ariables looked

into

-- out!o#es help in identifying the gaps of information-- a$$li!atio% a%d $ra!ti!es is more on the implication of the findings to

policy, people, knowledge, education, etc.

!. &oal'-useful in integrating, resol$ing, bridging and generalising the

theories and concepts under study. 01plicate the arguments


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'. Covera(elooks on how wide the study must be by looking at sample

/population (central and representati$e), how e1hausti$e thesampling was and how they were selected

2. Or(a%isatio% or for#athelps in designing the presentation of the

literature re$iew, which this can be historical in format (de$elopment of

related concepts, theories or findings), conceptual in formatthat is

about the relationship about the concepts that the researcher is lookinginto, and methodological in formatthat is the presentation more focus

on the research methods applied

+. Audie%!ealways consider that your research work is intended to fellow

researchers, academicians and professionals, thus a$oid writing it

for general public or for laymen.


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3nder the 4*4 format, the structure of the literature re$iew must be

“continuous in the flow of thought”that is the different paragraphs or

sections must be linked to one another. They may reinforce the pre$ious

entries or contradict them. Do %ot !ate(orise t"e e%tries i%to lo!al,%atio%al or i%ter%atio%al.

5t can be composed of the following i%trodu!tio%, )od* and !o%!lusio% or

if it is composed of different sections, the same introduction, body and

conclusion arrangement must be followed. 3nder the conclusion part,

establish your reason or point of $iew about the literature or study, compareand contrast them first and come up with your own point of $iew why you

ha$e included the concept, theory or findings of the re$iewed literature.

&o'( of review of literatre


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Co%sider t"e C+s i% reviewi%( a%d

writi%(..CIT- by keeping on the primary focus on the literature.COMPAR- the $arious arguments, theories, methodologies, approaches

and or findings e1pressed in the literature. 6hat the authors agree on7

6ho employ similar approaches7 6hat are their findings7

/.CONTRA0T the $arious arguments, themes, methodologies, approaches

and contro$ersies e1pressed in the literature. 6hat are the areas of ma8ordisagreement, contro$ersy or debate7

1.CRITI23- the literature. 6hich argument is more persuasi$e and why7

6hich approach, finding or methodology seem the most reliable, $alid or

appropriate and why7 *ay attention to the $erbs you use to describe on

what the author says or does7

.CONN-CT the literature to your own research area. 9ow does your own

work draw on or depart from the re$iewed literature7

&OTTOM )INE* Review of relate' literatre is a 'is$rsive #rosea+' +ot si%#l( 'es$ri,i+ a+' s%%arisi+ what has ,ee+ rea'

a+' writte+.


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0o#e i#$orta%t $oi%ts to !o%sider.GO)/EN RU)E

TA0E A REA/ER"SVIEW

Write for your audience not for your self.

TE)) A STORY Direct your research, but keep a clear focus in

the paper and present results related to it

&E YOURSE)1 Write like you are speaking, then revise and

polishMA0E IT SIMP)E Use simple examples to explain complex

methodology

MA0E IT CONCRETE Use concrete words and strong verbs. Avoid

ambiguous words

MA0E IT SHORT Avoid redundancy and over-explanationTA0E RESPONSI&I)ITY ake clear distinction between your work and

that of others

MA0E STRONGSTATEMENTS

!x. We concluded"instead of #$t can beconcluded".

&E SE)1-CRITICA) %onsider uncertainty of conclusions and theirimplications. Acknowledge others& work.


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'ogdan ( 'iklen )*++ cited that, When the intent is to capture oneperson&s interpretation of his or her life, the study is called a life history/)p.0. 1hey believe that life history is the meaning that a person is givingto his2her past experiences.

3r When the intent is to capture one person&s interpretation of his or her life,the study is called a life history/ )'ogdan ( 'iklen, *++40. 1he authorsbelieve that life history is the meaning that a person is giving to his2her

past experiences.

Armstrong )*+5 explains4

1he life history method had its early development in %hicago atapproximately the same time that interactionism was being

given its initial impetus, and this is no accident )p. 67.

1he life history method assigns significance and value to theperson&s 8own story,& or to interpretations that people place on their own

experiences as an explanation for their own behaviour )p. .

)ess tha+ 23 wor's ver,ati%l( $o#ie'

More tha+ 23 wor's ver,ati%l( $o#ie'

9ote4 1he introduce :uote was given withinterpretation by the researcher.

This %st ,e followe' ,( the resear$her"s i'ea

9ote the page

number

indented


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-4a#$le

4.5 The rral livelihoo' a##roa$h ;ince the main theme of my research is on the workings ofagency, specifically on actors involved in the development ofbutterfly livelihood in rural both material and socialresources? and activities re:uired for a means of living. Alivelihood is sustainable when it can cope with and recover from

stresses and shocks maintain or enhance its capabilities andassets, while not undermining the natural resource base./

1his part of )iteratre Review was lifted from4@abay,


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1he $D; sustainable rural livelihoods& framework cited in the paper of;coones )*++ and %arney )*++, they mention the following keyterms4 … Civen with particular context >e.g. policy setting, politics,history, agro ecology and socio-economic conditions?, whatcombination of livelihood resources result in the ability to follow whatcombination of livelihood strategies >e.g. agricultural intensification 2

extensification and livelihood diversification? with what outcomes >e.g.income, security, well-being, sustainable use of resources and otherproductive and reproductive goals?. 3f particular interest in thisframework are the institutional processes >embedded in a matrix offormal and informal institutions and organiEations? which mediate theability to carry out such strategies and achieve )or not suchoutcomes./ 1herefore, it can be noted that the context, which includes thestructures and processes )laws, policies, institutions, norms andvalues constitute also the trends, shocks and stresses that affectindividuals& decisions and actions, positively and negatively.

$n addition, !llis )*++ says that, A livelihood encompasses theincome generating activities pursued by individuals and theirhouseholds, and the social institutions, intra-household relations, andmechanisms of access to resources through the livelihood&s life cycle./

$n contrast, the Wageningen approach to rural development focuses onthe actors& ability and skills as important dimensions for livelihood

developmentFthe human ingenuity to adapt to stress and shock refersto his 8agency&.

Citeother

$o+$e#ts

Criti6ethe

$o+$e#ts

Co+trastthe

$o+$e#ts


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1his approach is known as the actor-oriented approach of9orman @ong. %entral to this approach is 8agency&, which refersto attributes of individual actor, his capacity to process social

experiences and to devise ways of coping with life, even underthe most extreme forms of coercion/ )@ong ( @ong )*++=. Gurthermore, @ong )== states that, values and meaningsare culturally constructed by actors as they follow and practicetheir individual choices >vis-a-vis chosen livelihood activities?,thereby generating 8new cultural standards&.

$t is emphasiEed therefore that whatever the case is, it is the 8agency& that serves as the hinge between actors, within agroup, household, community, market and structure.

Haan )= further defines structure as the shell in which thefive capitals )human, social, natural, physical and financialcapital are embedded. 1he structure has three parts4 A socialthat consists of the rules that govern common norms andvalues, an economic that is defined by the forces of supply anddemand, and a political part that is expressed by powerrelations./ He further states that though structure oftendetermines the direction of the outcome, structure may also

change through agency./

Co+trast the$o+$e#ts

Co%e-# with(or sta+'

Cite frtheri+ s##ort to(or sta+'


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As such, @ong&s actor-oriented approach for rural livelihooddevelopment is more useful in the analysis of this study. 'ased

from previous information, though optimistic, the butterflylivelihood in arindu:ue was told as an outcome of actors&interests and ingenuity >e.g. Bomeo @umawig&s interest todiscover new specimens named after him, Angelito andCrelando&s perseverance to improve the breeding techni:uesintroduced to them by 9ishiyama?, despite the limits of capitalassets >e.g. financial, physical, human )preferably education,etc.?, uncertainty >e.g. market, social relations, etc.? and otherconstraints >e.g. village people&s pressure, state intervention,etc.?. 1he actors, like the @ayron brothers are not stopped bythese limitations, they are continuously strategiEing to solveproblems, intervene in social events and observe how othersreact to their actions.

Co++e$t the$o+$e#ts to

(or resear$hwor7

Co+$lsio+


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Co+$e#tal 1ra%ewor7 or Resear$h Para'i%

9ote that after writing all the concepts and variables in the @iteratureBeview, 'raw a+' e8#lai+ the conceptual paradigm of the studydepicting and connecting the concepts and the variables to bemeasured.

This will ,e followe' ,(a+ e8#la+atio+ wh( s$h7i+' of 'rawi+ or 'esi+

,( showi+ theirrelatio+shi#

Why those arrows, theactors in the centreWhy they overlapped


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To %a7e Cha#ter II9 follow therles a+' e8a%#les. Tha+7 (o:

methods of research chapter 11 literature review

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