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Practical Research 2 Quarter 1 – Module 8:

Review of Related Literature

Senior High School

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Practical Research 2 Alternative Delivery Mode Quarter 1- Module 8: Review of Related Literature First Edition, 2020 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 claim ownership over them. Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio

Printed in the Philippines by:

Department of Education, Region VII, Division of Cebu Province

Office Address: IPHO Bldg., Sudlon, Lahug, Cebu City

Telefax: (032) 255-6405

E-mail Address: cebu.province@deped.gov.ph

Development Team of the Module

Writers: Mrs. Florie Ann F. Sabio and Ms. Keisha Marie P. Roldan Reviewer: Dr. Clavel D. Salinas Evaluator: Mr. Henry D. Espina, Jr. Moderator: Dr. Arlene D. Buot Illustrator: Ms. Rosemarie P. Sabio Layout Artist: Ms. Keisha Marie P. Roldan Management Team: Dr. Marilyn S. Andales Schools Division Superintendent Dr. Leah B. Apao Assistant Schools Division Superintendent Dr. Ester A. Futalan Assistant Schools Division Superintendent Dr. Cartesa M. Perico Assistant Schools Division Superintendent Dr. Mary Ann P. Flores CID Chief Mr. Isaiash T. Wagas Education Program Supervisor-LRMDS Dr. Clavel Salinas PSDS/SHS Division Coordinator

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Practical Research 2 Quarter 1 – Module 8:

Review of Related Literature

Senior High School

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MESSAGE TO EDUCATORS/PARENTS

“Education is the most powerful weapon which you can use to change the

world.” Nelson Mandela

Education is an important aspect that plays a huge role in this modern,

industrialized world. It is an important element and prior condition of revamping the

society. It empowers the people to comprehend the world out of the box and help them

to become humanist, self-reliant and be able to survive in this competitive world. In

connection with this, the Department of Education continue its mission that is to

promote the right of every Filipino to quality, equitable, culture-based, and complete

basic education despite the problems that our country is facing right now. One of the

ways to continue delivering quality education despite this pandemic COVID-19 is the

crafting of this module. This will give an opportunity to every learner to continue

learning right in their homes.

For educators, you are now reading Practical Research 2: First Quarter

Alternative Delivery Mode (ADM) Module 8 on “Presents written review of related

literature and conceptual framework. CS_RS12-If-j-9” as stated in the K-12 Most

Essential Learning Competencies.

This competency completes the Quarter 1 modules of Practical Research 2. It

will lead the learners to an in-depth study of the variables and its related literature and

studies in the hope of getting a clearer picture of the topic. Each part of this module

is specifically crafted taking into consideration the diverse Filipino learners and their

skills and abilities.

To you dear parents, who are tirelessly supporting our learners, this module is

also dedicated. It is believed that when parents are engaged in their children’s school

experiences, students are encouraged and motivated not only to finish their school

tasks, but also develop a lifelong love of learning because they know they can expect

family guidance and home support. Hence, this module can help you guide your

children in learning at home. The activities and instructions stipulated in this module

are written meticulously to ensure that you, the parents, can facilitate learning at the

comfort of your own homes.

It is the hope of the writers of this module that you, the educators, as well as

you, the parents, will find this module of great help in the journey to continue learning

despite the struggles at hand.

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IMPORTANT WORDS TO THE LEARNERS

“The youth is the hope of the nation,” Jose Rizal, our national hero is famously

quoted for this statement. He believes that you (the youth) are essential for the

progress and the success of our beloved country, The Philippines.

This is the reason why the Department of Education, headed by the very

dynamic secretary, Leonor Magtolis Briones, ensures that education will continue in

all levels nationwide despite the threat of Covid-19 pandemic. Continuing education

becomes a solid foundation, a stability, and a greatest hope, that in the future

generations to come, Filipinos will be better prepared to handle any emergency

because education equips the people with the necessary skills to conquer tasks.

In turn, you, as primary stakeholders of learning, is given this Teacher-made

self-learning module, as your Alternative Delivery Mode of Learning, so that your

educational journey towards success will be achieved. This module is written with your

abilities and skills taken into consideration. It is the greatest hope of the writers that

you will not only enjoy reading and answering the activities but also improve your ability

in the field of Practical Research.

The following icons are used for you to be guided in every part of the module.

WHAT I KNOW

WHAT’S NEW?

WHAT I NEED TO KNOW

The first part shows the Learning Competencies, the

learning outcomes, and the skills needed to be

developed at the end of this lesson.

This part checks the prior knowledge about the

lesson to be taken.

This part connects the previous lesson to the new

lesson to be taken through an activity or exercise.

The new lesson is introduced in this part in a creative form. It can be through a song, a picture, a poem, an activity or a situation and the like.

WHAT’S IN?

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WHAT I NEED TO KNOW?

At the end of this module, you will find the References Section where all

reliable sources are arranged and listed for guidance and future use.

To make the most of your experience, here are a few reminders:

1. Keep in mind that this module is the property of the government. You are not

allowed to write anything in this module and you have to use a separate answer

sheet for your answers. Markings or writings are strictly not allowed.

2. The lessons and activities in this module are arranged in a specific manner to

guide you in independent learning. It would be best if you will follow through

with the different parts of the module to ensure your best possible learning

experience.

WHAT’S MORE?

WHAT HAVE I LEARNED?

WHAT CAN I DO?

ASSESSMENT

ADDITIONAL ACTIVITIES

ANSWER KEYS

WHAT IS IT?

To be able to master the concepts presented in the

earlier part of the lesson, you will do activities to

deepen your comprehension of this lesson.

In this part, you will write statement/s to express the

new learning you acquired in this lesson.

To test learners’ mastery of the topic, you will have

an assessment in this part of the lesson.

Additional activities are given for your enrichment.

The keys to all the answers of the given activities are

revealed in this part of the module.

In this part of the module, you will read a brief

discussion of the lesson presented and gain a

deeper understanding of the lesson.

To show the transfer of knowledge and skills, you will

apply what you gained from the lesson in this part.

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3. It is also important that you read each of the instructions carefully to be able to

give the correct answers. Trust thyself!

4. Finally, bear in mind that this is a home-based module, so you must answer it

in the comfort of your own homes. You must uphold trustworthiness in

answering and checking your own work.

Even though this is an independent module, you are strongly encouraged to

contact your teacher facilitator if there are confusions and questions you want to

address. Do not forget that communication between you and your teacher facilitator

will be of great advantage for a better success rate in the use of this module. Do not

forget also that your parents will be your primary facilitator, and in this new normal in

education, they will be your main partner in learning. Go to them for assistance!

It is the hope of the writers that this module would be a very helpful tool in

facilitating independent learning to prepare you for a more competitive world after high

school. Though it is a great challenge, we believe in your ability to be resilient and to

rise above your present situation. Soar High Seniors!

A pleasant day learner!

This module contains the last topic to be tackled for the first quarter of this

subject, Practical Research 2, in which the competency below must be developed.

This module is especially designed taking into consideration the activities and skills

appropriate for the learners with minimal supervision from the parents.

The learners must be able to:

Learning Competency: Presents written review of related literature and conceptual framework CS_RS12-If-j-9 At the end of this module, the learners ought to: Learning Outcomes:

A. Discuss the importance of review of related literature;

B. Write appropriate related literature; and

C. Present the written review of related literature and conceptual framework.

WHAT I NEED TO KNOW

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Test I. Multiple Choice: Read each question carefully. Choose the letter of the correct

answer and write on a separate sheet of paper.

1. What kind of sources are diaries, letters, and personal accounts?

A. Primary Sources C. Secondary Sources

B. References D. Work Cited

2. This framework is the researcher’s idea on how the research problem will have

to be explored.

A. Theoretical Framework C. Concept Mapping

B. Webbing D. Conceptual Framework

3. This involves the critiquing and evaluating of what other researchers have done

in relation to the problem to be studied whether these studies affirmed or negate

the subject under study?

A. Review of Related Readings C. Review of Related Literature

B. Review of Related Findings D. Review of Related Researches

4. This citation refers to the rules and conventions established by an association

in America for documenting sources in a research paper.

A. Modern Language Association (MLA)

B. Chicago Manual of Style

C. Background of the Study

D. American Psychological Association (APA)

5. For the citation style above, this is the bibliography label for the list of sources

cited at the end of the study.

A. Bibliography C. Sources

B. References D. Works Cited

6. What kind of sources are books, magazines, and other reference materials?

A. Work Cited C. References

B. Secondary Sources D. Primary Sources

7. This framework dwells on time-tested theories that embody the findings of

numerous investigations on how phenomena occur.

A. Theoretical Framework C. Concept Mapping

B. Webbing D. Conceptual Framework

8. Laws and department directives serve as legal basis for the paradigm of the

study.

A. Related Legal Bases C. Related Studies

B. Related Literature D. Review of Related Literature

9. These are published and unpublished research studies which have a direct

bearing to the present study.

A. Related Legal Bases C. Related Studies

B. Related Literature D. Review of Related Literature

WHAT I KNOW

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10. A section in review of related literature in which sources are taken from books,

magazines, journals, and the like.

A. Related Legal Bases C. Related Studies

B. Related Literature D. Review of Related Literature

Test II. Directions: Do you agree with the statement below? Why or why not? Write

your answer on a separate sheet of paper.

Review of Related Literature gives the researchers in-depth background of

concepts and theories surrounding the study.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Test I. Matching Type: Match the definitions in Column A to their specific terms in

Column B. Write your answers on a separate sheet of paper.

Column A Column B

_____1. The coverage of the study and A. variables

the factors and variables that B. statement of the problem

are not to be included in the study. C. significance of the study

_____2. A wise guess that is formulated D. scope and delimitation

and temporarily adopted to explain E. hypothesis

the observed facts covered by the

study.

_____3. It is anything that may assume

varied numerical or categorical

values.

_____4. The researcher defines who will benefit

out of the findings of the study.

_____5. This is the basic difficulty, the issues, the

area of concern, the circumstances

which exist, then, how they ought to be.

WHAT’S IN?

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Test II. References and In-text Citation: Below are sample citation and referencing

from a source. Correct its improper format. Do this on a separate sheet of paper.

1. (Samovar) Attaching meaning to symbols is the origin of written language

(&Porter, 1997)

2. King, M. Wrestling with the angel: A life of Janet Frame. Auckland, New

Zealand: Viking.(2000)

3. As Hall (1977, p.14) asserts, “culture also defines boundaries of different

groups” (as cited in Samovar & Porter, 1997)

4. Krause, K.-L., Bochner, S., & Duchesne, S. (2006) Thompson. Educational

psychology for learning and teaching (2nd ed.). Southh Melbourne, Vic.,

Australia:.

5. Hartevelt, J. Boy racers. The Press, p.3. (2007, December 20)

Poem Analysis. Read the poem below. List at least 5 key words mentioned in it that

speaks about literature. From the poem below, define literature in 3-5 sentences. Write

your answers on a separate sheet of paper.

WHAT’S NEW?

MY JOURNEY Florie Ann Flores Sabio

I wanted to go places:

America, Korea, London.

I wanted to learn cultures;

Norms, people, tradition.

I wanted to understand:

How, why, what if.

I cannot go there in person,

But I can read with all my heart.

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___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

REVIEW OF RELATED LITERATURE

In module 5, Background of Research, the importance of finding information

relevant to the study to be conducted was clearly stated. A research would not be

considered valid or reliable without the readings that would negate or affirm a certain

issue or problem. In the review, the related readings and information, like concepts

and theories, are discussed in-depth.

Review of related literature has three parts. Review of legal bases, Review of

related literature, and review of related studies. They were defined in module 5. As it

is most difficult to get sources for legal bases, and since senior high school students

are just starting to get the hang of writing, only the review of related literature and

studies will be emphasized in this module.

It is generally referred as “Review of related literature” because literature means

any written material, published or unpublished, that is accessible to people for certain

purposes.

WHAT IS IT?

Key Words

The review of literature and studies involves the critiquing and evaluating

of what other researchers have done in relation to the problem to be studied

whether these studies affirmed or negate the subject under study (Faltado,

R.,et.al.,2016)

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First, it is necessary that you list down all the important variables which you need in

your study and any theories which you think can generate your hypothesis.

Second, continue your search for information related to your problem being studied.

Third, check the population you want to include in your study. Theories that have

bearing in your study, appropriate sources where you can find information

such as books, documents, and others.

Fourth, know how to write citations. It was already discussed in module 5, Background

of Research. It will be recapitulated in this module for emphasis and mastery.

SIMPLE RULES IN WRITING A LITERATURE REVIEW

1. Define the topic and audience. Topics must be interesting, important,

and current.

2. Search and re-search the literature. Do not limit the readings. There

are a lot of available sources, find them, and be sure to acknowledge

their sources.

3. Take notes while reading. There are many ways to take notes.

Gathering grid, note cards, to name a few.

4. Choose the type of review you wish to write. Sometimes, long reviews

are not engaging anymore, so nowadays, many favors short but to the

point reviews with limited number of words and citations. It all depends

on the type of review you want to write. You will see the different types

of reviews on the following pages.

5. Keep the review focused but make it of broad interest.

6. Be critical and consistent. Being consistent in your writing will make

the study more valid and reliable.

7. Find a logical structure. It must be arranged logically so as not to

destroy its implications.

8. Make use of feedback. It is important that somebody else reads the

review written so as to avoid inaccuracies and inconsistencies.

9. Include your own relevant research.

10. Be up-to-date in your review of literature and studies.

What, Where and How to Find Information

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Fifth, review and synthesize those findings that support or reject your hypothesis or

research questions.

Sixth, use on-line computers for searching and retrieval of information.

Seventh, synthesize the reviewed literature. Do not copy everything from your sources

or you will be committing plagiarism. Get only those that have bearing in your

study and explain in your own words.

Citation Format. The citation format below, American Psychological Association

(APA) will be used in citing and referencing the research study conducted.

APA Examples of References by Type

In a reference list In-text citation

1. Book with one author King, M. (2000). Wrestling with the angel: A life of Janet Frame. Auckland, New Zealand: Viking.

(King, 2000) or King (2000) compares Frame…

2. Books with two authors Dancey, C.P., & Reidy, J. (2004). Statistics without maths for psychology: Using SPSS for Windows (3rd ed.). Harlow, England: Pearson/Prentice Hall.

(Dancey & Reidy, 2004) or Dancey and Reidy (2004) said…

3. Book with three to five authors Krause, K.-L., Bochner, S., & Duchesne, S. (2006). Educational psychology for learning and teaching (2nd ed.). South Melbourne, Vic., Australia: Thomson.

(Krause, Bochner, & Duchesne, 2006) If used first time then in subsequent citations, (Krause et al., 2006)

4. Book or report by a corporate author e.g. organization, association, government department University of Waikato. (1967). First hall of residence (Information series No. 3). Hamilton, New Zealand: Author.

(University of Waikato, 1967)

5. Book chapter in edited book Helber, L.E. (1995). Redeveloping mature resorts for new markets. In M.V. Conlin & T. Baum (Eds.), Island tourism: Management principles and practice (pp. 105-113). Chichester, England: John Wiley.

(Helber, 1995) or (Helber (1995) compares luxury resorts….

6. Conference paper online Bochner, S. (1996, November). Mentoring in higher education: Issues to be addressed in developing a mentoring program. Paper presented at the Australian Association for Research in Education Conference, Singapore. Retrieved from http://www.aare.edu.au/96pap/bochs96018.txt

(Bochner, 1996) or According to Bochner (1996)…

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7. Course handout/Lecture notes Salter, G. (2007). Lecture 3: SPLS205-07A [PowerPoint slides]. Hamilton, New Zealand: University of Waikato.

(Salter, 2007)

8. Film (see Library APA referencing webpage for music and other media) Zhang, Y. (Producer/Director). (2000). Not one less [Motion picture]. China: Columbia Pictures.

(Zhang, 2000)

9. Journal article- academic/scholarly (electronic version) with DOI Hohepa, M., Schofield, G., & Kolt, G. S. (2006). Physical activity: What do high school students think? Journal of Adolescent Health, 39(3), 328-336. Doi:10.1016/j. jadohealth.2005.12.024

(Hohepa, Schofield, & Kolt,2006 Then subsequently, it 3-5 authors (Hohepa et al., 2006)

10. Journal article- academic/scholarly (electronic version) with no DOI Harrison, B., & Papa, R. (2005). The development of an indigenous knowledge program in a New Zealand Maori-language immersion school. Anthropology and Education Quarterly. 36(1), 57-72. Retrieved from ProQuest Education Journals database.

(Harrison & Papa, 2005) or Harrison and Papa(2005) recommend…

11. Journal article-academic/scholarly (print version) Gibbs, M. (2005). The right to development and

indigenous peoples: Lessons from New Zealand. World Development, 33(8), 1365-1378.

(Gibbs, 2005) or Gibbs (2005) contradicts…

12. Journal article-academic/scholarly (Internet only-no print version) Snell, D., & Hodgetts, D. (n.d). The psychology of heavy metal communities and white supremacy. Te Kura Kete Aronui, 1. Retrieved from http://www.waikato.ac.nz/wfass/tkka

(Snell & Hodgetts, n.d.) Or Snell and Hodgetts (n.d.) suggest “…” (para.3)

13. Magazine article- popular/trade/general interest Goodwin, D.K. (2002, February 4). How I caused that story. Time, 159(5), 69.

(Goodwin, 2002) or Goodwin (2002) defends….

14. Newspaper article- (Print version) Hartevelt, J. (2007, December 20). Boy racers. The Press, p.3.

(Hartevelt, 2007)

15. Newspaper article (Database like Newztext Plus) (also see Library referencing webpage for Internet version)

(Cumming, 2003)

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Theoretical Review. It is to examine the body of theory that has accumulated

regarding an issue, concept, theory, phenomena.

Cumming, G. (2003, April 5). Cough that shook the world. The New Zealand Herald. Retrieved from Newztext Plus database.

16. Newspaper article with no author Report casts shadow on biofuel crops. (2007, October 16). Waikato Times, p. 21.

(“Report Casts Shadow,” 2007)

17. Personal Communication (letters, telephone conversations, emails, interviews)

(H.Clarke, personal communication, March 19, 2004)

18. Thesis-Institutional or personal webpage-outside the US Dewstow, R. A. (2006). Using the Internet to enhance teaching at the University of Waikato (Master’s thesis, University of Waikato, Hamilton, New Zealand). Retrieved from

http://researchcommons.waikato.ac.nz/handle/ 10289/2241

(Dewstow, 2006) or Dewstow (2006) identified….

http://www.waikato.ac.nz/library/study/referencing/styles/apa/examples accessed from Practical

Research 2 written by Baraceros,Esther, published 2016.

Types of Literature

Reviews

1. Argumentative

Review

2. Integrative Review

3. Historical Review

4. Methodological

Review

5. Systematic Review

6. Theoretical Review

Argumentative Review. It examines

literature selectively to support or

refute an argument, deeply imbedded

assumption, or philosophical problem

already established in the literature.

Integrative Review. It is considered a

form of research that reviews,

critiques, and synthesizes

representative literature on a topic in

an integrated way such that new

frameworks and perspectives on the

topic are generated.

Historical Review. It is to

systematically examine past events to

give an account of what has happened

in the past.

Methodological Review. A review does not always focus on what someone said

but how they came about (method of analysis).

Systematic Review. It is to attain conclusion regarding the chosen topic.

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Sample Review of Related Literature and Studies

Reaching the Unreached: A Challenge for Filipino Educators

Helen Bihag-Boholano & Mary Lou C. Go Puco

Education is one of the necessary elements for progress, a means of rising

above poverty, bridging the social gaps, improving living conditions and health, and

promoting wellness and a better life. It is required so that positive contributions to the

global community may be addressed. Globalization is seen by teachers in the effects

that it produces by following an economic, business oriented model of the world that

changes the classroom environment (Barron, Odell & Mercier, 2006); however, the

various initiatives have failed to address poverty issues which result in increased

dropouts and educational deficiencies. This oversight is a source of concern since the

Philippine Constitution of 1987 expressly provides for free and compulsory elementary

and secondary education. Education for All (EFA) recommends working with

international agencies like the World Bank and International Monetary Fund to devise

programs to reduce poverty-related barriers to learning (Goldstein, 2004). These

agencies and opportunities must be utilized to address the issues of education

deficiencies related to poverty. In other words, the benefits of globalization should be

employed to overcome some of its challenges, especially in poverty-stricken areas.

Functions of Review of Related

Literature and Studies

1. To provide justification of the

study

2. To identify gaps, problems

and needs of related studies

3. To provide rationale of the

study as well as the reasons

of conducting the study

4. To have basis that will be

used to support findings of

the study

Characteristics of the Materials

Cited

Sarno (2010) enumerated the

different characteristics of the

literature and studies to be cited in

the present study as cited by

Faltado (2016)

1. The materials must be as

recent as possible, may be

10 years back.

2. Materials must be as

objective and unbiased as

possible.

3. Materials must be relevant to

the study.

4. Coherence principle must be

observed in writing literature

review.

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From another perspective, globalization impacts both the numeracy and literacy

aspects of education since reading and math competencies closely determine job

opportunities. Sparkes (1999) posited that the ability to participate effectively in the labor

market, and its inverse- unemployment, are strongly affected by the realization of basic

literacy and numeracy skills, adding that this is especially so in developing countries

where the level of education is closely related to unemployment and earnings.

Moreover, as globalization increases the intensity of competition in these areas, fewer

jobs are available to those without these competencies (Bynner & Parsons, 1997;

Moser, 1999). In terms of labor market access, only one in every 50 jobs is open to

those without basic entry-level skills and only 50% of jobs are open to those with skills

only at entry level (Moser, 1999). Given the increased availability of human capital

provided by the mobility aspect of globalization, the job market is increasingly

competitive and limited.

Test I. Referencing: Write the references below in the correct format. Do this on a

separate sheet of paper.

1. Carleton, Lindsay & Robert J. Marzano. Vocabulary Games for the (2010).

Classroom. United States of America: Marzano Research Laboratory.

2. Scazzero, Geri with Peter Scazzero. (2010). The Emotionally Healthy Woman.

OMF Literature Inc. Metro Manila:

3. (2010). Teaching YA Lit through Differentiated Groenke, Susan L. & Lisa

Scherff. Instruction. USA: National Council of Teachers of English

(NCTE).

4. Guthrie, John T. (2008). USA: Corwin Press. Engaging Adolescents in

Reading.

5. Tovani, Cris. (2000). USA: Stenhouse Publishers. I Read it, But I don’t Get it:

Comprehension Strategies for Adolescent Readers.

WHAT’S MORE?

Note: The text above is just a sample. For practice as a Grade 12- Senior High Student, review of related

literature and studies should have a minimum of 3 pages and a maximum of 5 pages, double spacing.

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Test II. Directions: Below are five statements about review of related literature. Cite

them properly. Do this on a separate sheet of paper.

1. As Budgen & Brereton said, “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” (as cited by Baraceros, 2016,

p. 31). (2006)

2. (Baraceros, 2016) The format of a review of literature may vary from

discipline to discipline and from assignment to assignment.

3. Baraceros it is necessary for you to review information, facts, data

available, or theories that have some relationship with your hypothesis

which you posed in your stated problem or research question. (2016)

4. Calmorin and Calmorin stated (2007), “the investigator should have the

ability to compare between what he should read and include in his study

and what he should not read and does not need to include in his study.

5. (Write Source 2007, p. 345) A reliable source should provide information

fairly, covering all sides of a subject.

Test III. Directions: To avoid plagiarism, practice the art of paraphrasing the

statements from Test II. Write your answers on a separate sheet of paper.

1. ________________________________________________________

2. ________________________________________________________

3. ________________________________________________________

4. ________________________________________________________

5. ________________________________________________________

Directions: Complete the sentence below. Sentence starters are provided for your

guidance. Write on a separate sheet of paper.

WHAT HAVE I LEARNED?

Review of related

literature is

indispensable in

research because

________________

________________

________________

Avoiding plagiarism

is necessary so that

_________________

_________________

_________________

_________________

_________________

___________

Conceptual

framework shows

________________

________________

________________

________________

________________

________________

________________

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TOPIC: ___________________________________________________________

TYPE OF LITERATURE REVIEW: ________________________________________

I. FIRST CONCEPT/THEORY

A. FIRST SUB DISCUSSION

B. SECOND SUB DISCUSSION

C. THIRD SUB DISCUSSION

II. SECOND CONCEPT/THEORY

A. FIRST SUB DISCUSSION

B. SECOND SUB DISCUSSION

C. THIRD SUB DISCUSSION

III. THIRD CONCEPT/THEORY

A. FIRST SUB DISCUSSION

B. SECOND SUB DISCUSSION

C. THIRD SUB DISCUSSION

IV. GAP IN THE STUDY

A. FIRST SUB DISCUSSION

B. SECOND SUB DISCUSSION

C. THIRD SUB DISCUSSION

Test I. Directions: Prepare note cards or index cards size 1/8. Research the details

that support your variables, the theories that support your study, or the concepts that

you want to discuss in your chosen study. When you research, copy only one or utmost

two sentences on the front of the card. At the back, copy the copyright information.

1. What are the variables, concepts, or theories involve in your study?

2. What evidences support your variables, concepts, or theories? (three)

3. What type of literature review do you want to use? Arrange your details and

explanations in that manner.

4. What are the gaps that you need to solve in your chosen study?

Front of card Back of Card

Test II. Outlining. Before writing your literature review in essay, outline it first to get

the overview of your study. Determine the type of literature review to use as a guide

to the flow of your writing. Do this on a separate sheet of paper.

WHAT CAN I DO?

To make a change feels awful,

but to stay where you are is even

worse. (Scazzero and Scazzero

2010, 39)

Scazzero, Geri and Peter

Scazzero. The Emotionally

Healthy Woman. Metro Manila:

OMF Literature Inc., 2010.

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Test I. IDENTIIFICATION. Read each question carefully. Give what is asked. Write

your answers on a separate sheet of paper.

_____1. This involves the critiquing and evaluating of what other researchers

have done in relation to the problem to be studied whether these

studies affirmed or negate the subject under study.

_____2. This is the label for the bibliography page of the research paper under

the APA citation style.

_____3. What does APA stand for?

_____4. We cite sources properly to avoid this offense of the law.

_____5. These are published and unpublished research studies such as thesis,

dissertation, and research proceedings.

_____ 6. This type of review wants to develop a body of literature that establishes

opposite perspective.

_____7. This review consists of an overview of existing evidence which uses pre-

specified and standardized methods to identify and critically appraise

relevant research.

_____8. This review helps to establish what theories already exist, the

relationships between them, to what degree the existing theories have

been investigated, and to develop new hypotheses to be tested.

_____9. The body of literature in this review includes all studies that address

related or identical hypotheses or research problems.

_____10. This review is a flowing, dynamic account of past events which involves

an interpretation of these events to recapture the nuances,

personalities, and ideas that influenced these events.

Test II. Essay. Read the question carefully. Explain what you have understood about

the question in 3-5 sentences. Write your answer on a separate sheet of paper.

Rubrics: Content-10, Grammar and Mechanics- 5= Total Score: 15 points

How will the review of related literature and conceptual framework help the

researcher in conducting his/her study?

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ASSESSMENT

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Test I. Directions: In a separate sheet of paper, present your written review of related

literature and conceptual framework to your teacher for proofreading. The rubrics for

the presentation are as follows:

Criteria 0-10 11-20 20-30

Content The information is vague, incomplete, and inaccurate.

The information is there but inaccurate and incomplete

The information is complete and accurate.

Delivery The delivery is unclear.

The delivery is average.

The delivery is excellent.

Organization The sentences and paragraphs are in disarray and in fragments.

The sentences and paragraphs are not completely in coherence and cohesion.

The sentences and paragraphs have complete coherence and cohesion.

Grammar and Mechanics

There are a lot of grammatical errors and improper use of mechanics.

The grammatical errors and improper use of mechanics are evident.

Grammatical errors and improper use of mechanics are a few to nonexistent.

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ADDITIONAL ACTIVITIES

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ANSWER KEY

TEST I TEST II

1.A ANSWERS MAY VARY

2.D

3.C

4.D

5.B

6.B

7.A

8.A

9.C

10. D

TEST 1

1.D 2. E 3. A 4. C 5. B

TEST II

1. Attaching meaning to symbols is

considered to be the origin of written

language (Samovar &Porter, 1997)

2. King, M. (2000). Wrestling with the

angel: A life of Janet Frame. Auckland,

New Zealand: Viking.

3. As Hall (1977) asserts, “culture also

defines boundaries of different groups”

(as cited in Samovar & Porter, 1997,

p.14)

4. Krause, K.-L., Bochner, S., & Duchesne,

S.(2006). Educational psychology for

learning and teaching (2nd

ed.). South

Melbourne, Vic., Australia: Thomson.

5. Hartevelt, J. (2007, December 20). Boy

racers.. The Press, p.3.

ANSWERS MAY VARY

17

TEST II.

TEST I

1. Carleton, Lindsay & Robert J. Marzano. (2010). Vocabulary Games for the

Classroom. United States of America: Marzano Research Laboratory.

2. Scazzero, Geri with Peter Scazzero. (2010). The Emotionally Healthy Woman.

Metro Manila: OMF Literature Inc.

3. Groenke, Susan L. & Lisa Scherff. (2010). Teaching YA Lit through Differentiated

Instruction. USA: National Council of Teachers of English (NCTE).

4. Guthrie, John T. (2008). Engaging Adolescents in Reading. USA: Corwin Press.

5. Tovani, Cris. (2000). I Read it, But I don’t Get it: Comprehension Strategies for

Adolescent Readers. USA: Stenhouse Publishers.

TEST II

1.As Budgen & Brereton (2006) said, “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” (as cited by Baraceros, 2016,

p. 31).

2.The format of a review of literature may vary from discipline to discipline and

from assignment to assignment. (Baraceros, 2016)

3.It is necessary for you to review information, facts, data available, or theories

that have some relationship with your hypothesis which you posed in your

stated problem or research question. (Baraceros, 2016)

4.Calmorin and Calmorin (2007) stated, “the investigator should have the

ability to compare between what he should read and include in his study and

what he should not read and does not need to include in his study.

5.A reliable source should provide information fairly, covering all sides of a

subject. (Write Source 2007, p. 345)

TEST III

ANSWERS MAY VARY

18

ANSWERS MAY VARY

ANSWERS MAY VARY

TEST I

1.REVIEW OF RELATED LITERATURE AND STUDIES

2.REFERENCES

3.AMERICAN PSYCHOLOGICAL ASSOCIATION

4.PLAGIARISM

5.REVIEW OF RELATED STUDIES

6.ARGUMENTATIVE REVIEW

7.SYSTEMATIC REVIEW

8.THEORETICAL REVIEW

9.INTEGRATIVE REVIEW

10.HISTORICAL REVIEW

TEST II

ANSWERS MAY VARY

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References

Books

Calmorin, Laurentina Paler and Melchor A. Calmorin. Research Methods and Thesis Writing,

2nd Edition. Manila, Philippines: Rex Book Store, Inc, 2007.

Esther, Baraceros. Practical Research 2. Quezon City: Rex Bookstore, Inc, 2016.

Faltado, Ruben E. III, Medardo B. Bombita, Helen B. Boholano, and Angeline M. Pogoy.

Practical Research 2: Quantitative Research. Quezon City: Lorimar Publishing, 2016.

Ragma, Feljone. Practical Research 2: Quantitative Research. Intramuros Manila:

Mindshapers Co., Inc., 2019.

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For inquiries or feedback, please write or call: Department of Education, Region VII, Division of Cebu Province (Office Address) Sudlon, Lahug, Cebu City Telefax: (032) 255-6405 Email Address: cebu.province@deped.gov.ph