COURSE MODULE Gingoog City Colleges, Inc.

MODULE WEEK NO.3

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College/Department
EL 110: Language Research
1st Semester of A.Y. 2020-2021

Introduction

This module discusses the sources of research topics and describe a research topic
derived from each; the importance of handbooks, encyclopedias, yearbooks, and reviews when
identifying a research topic; good strategies for narrowing a research topic; the differences
between the narrowing process for quantitative and qualitative studies and the components of a
well-written quantitative topic statements.

Rationale

This lesson aids students in constructing research topic and equip them with the necessary
skill in narrowing a broad research topic. More so, this module guide them on the review of related
literature and related studies.

Intended Learning Outcomes

At the end of the module, students are expected to:

A. identify sources of research topics and describe a research topic derived from each;
B. explain the importance of handbooks, encyclopedias, yearbooks, and reviews when
identifying a research topic;
C. identify three problems related to a research topic that is too broad;
D. identify two good strategies for narrowing a research topic and discuss the differences
between the narrowing process for quantitative and qualitative studies;
E. differentiate researchable topics from non-researchable topics;
F. identify three components of a well-written quantitative topic statement.

Activity

Lecture with Workshop: Crafting Research Topic (Asynchronous)

Task 1: Each group will choose a research topic for final research report.
(Note: Make sure that the research topic is specific and researchable)

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Task 2: Construct three problems related to your chosen research topic.
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Discussion

A. TOPIC SELECTION
1. Identifying a Research Topic

Identifying a topic. A research topic focuses the study to a defined, manageable size. It
provides structure for the steps in the scientific method and is discussed in many ways by
identifying the research question, the research problem and the purpose of the research.

Main sources of topics. There are four main sources of topics: a) theory- an organized body
of concepts, generalizations and principles that can be subjected to investigation. It provides
conceptually rich topics and confirmation of some aspects of the theory; b) personal experience; c)
replication; d) library immersion.

2. Narrowing Topics

Problems encountered with broad topics: enlarging the scope of the review of the
literature beyond reason, complicating the organization of the review of the literature itself, and
creating studies that are too general, too difficult to carry out, and too difficult to interpret.

To help narrow the topics, it might help to talk to experts in the field like professors in
college or department or researchers known, or to read secondary sources that provide overviews of
the topics such as handbooks and reviews of literature. There is a difference between narrowing
quantitative from qualitative studies. Quantitative studies tend to narrow the topic initially while
qualitative studies tend to narrow the topic throughout the research process itself.

3. Making a Formal Statement of Quantitative and Qualitative Research Studies

Quantitative research topic identifies the variables of interest and the nature of the
participants, and describes the specific relationships between the variables. Qualitative research
topic emerges over the course of the study. It begins as an initial statement that tends to be stated as
a general issue or concern and becomes focused as more is learned about the context, participants,
and phenomena of interest. It is typically stated late in a written study.

4. Formulating Researchable and Non-researchable Topics

Researchable topics can be investigated through the collection and analysis of data. They
have theoretical or practical significance and have been conducted ethically. They contribute to the
educational processes and can be adequately researched given the expertise, resources, and time
constraints to the researcher.
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Non-researchable topics address philosophical or ethnical issues. They cannot be resolved

through the collection and analysis of data. They address “should” questions. Ultimately, these are
matters of opinion.

B. REVIEW OF RELATED LITERATURE AND STUDIES

The review of the literature involves the systematic identification, location, and analysis of
documents containing information related to the research problem. It is the process of collecting,
selecting, and reading books, journal articles, reports, abstracts, and other reference materials,
including electronic sources about the problem under investigation.

Referring to various sources, the following information may be collected:

 Background information about the problem and related concepts.

 Theories that explain the existence of the problem and the possible connection between
certain factors and the problem.
 Data that confirm the existence and seriousness of the problem.
 General and specific findings of studies related to the problem.
 Recommendations for further study given in related studies.

1. The Need for a Review of Literature and Studies

A review of literature and studies is a must in research. It aids the researcher in many ways:

a. It helps the researcher identify and define a research problem. A new problem may
arise from vague results, conflicting findings, or the inability of study variables to
adequately explain the existence of the problem.
b. It helps justify the need of studying a problem. When findings of related studies are
not clear or do not provide adequate/conclusive answers to certain issues or
questions, then the conduct of a study is justified.
c. It helps prevent unnecessary duplication of a study. There are many research
problems that are already “over studied” and yet, similar studies are still being
conducted. If a researcher has adequately reviewed related literature about his/her
study, unnecessary duplication can be avoided.
d. It can be a source of a theoretical basis for the study. Correlation studies usually
use or generate theories to explain the research phenomenon under study.
Researchers may use or adopt the same theory o theoretical framework used in the
related studies.
e. It enables the researcher to learn how to conceptualize a research problem and
properly identify and operationally define study variables.
f. It provides a basis for identifying and using appropriate research design. It also
helps in the formulation or refinement of research instrument.
g. Results or related studies provide lessons for data analysis and interpretation.

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Findings of a study can be compared to findings of related studies.

2. Functions of a Review

A review of related literature and studies links the study to any underlying assumptions and
theories related to the initial research question. It assesses the researcher’s preparedness to conduct
the study, identifies potential gaps in the literature, suggests promising educational practices, refines
the initial research question, and embeds the research questions in “guiding hypotheses”.
Specifically, the review seeks to:

a. Determine what has been done already;

b. Provide insights necessary to develop a logical framework into which the topic
fits;
c. Provide the rationale for the hypotheses being investigated and the justification of
the significance of the study;
d. Identify potentially useful methodological strategies; and
e. Facilitate the interpretation of the results.

3. General guidelines for the scope of the view

When considering the scope of one’s review, the researcher should be reminded of the
following guidelines:

a. Bigger does not mean better.

b. Heavily researched topics provide enough references to focus only on the major
studies.
c. Lesser researched topics require reviewing any study related in some meaningful way
even if this means searching related fields.

4. Stages of conducting a review

The review of literature and studies often allow certain stages:

a. Identifying key words to guide the search

b. Identifying sources
c. Abstracting the information found in the references
d. Analysing, organizing and reporting

C. PARTS OF THE REVIEW

After gathering notes from the different sources reviewed, the researcher prepares the
final review. Most literature reviews consist of the following parts: introduction, body,
summary/synthesis, and conclusion.

1. Introduction. The introduction briefly describes the nature of the researcher problem and

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explains what led the researcher to investigate the question. The summary presents the
main topics covered in the literature review section.
2. Body. The body of the review briefly reports what experts think or what other researchers
have found about the research problem. Studies done on one key element or factor of the
research problem are reviewed under that topic followed by studies done on other aspects
of the problem. The common findings of several studies are summarized in one or two
sentences and only when necessary, some specific findings of each study may be
presented.
3. Summary/synthesis. The summary/synthesis of the literature review “ties together” the
major findings of the studies reviewed. It presents a general picture of what has been
known or thought of about the problem to date. It points out similar results, as well as
conflicting findings.
4. Conclusion. This part presents the course of action suggested by the literature. Based on
the state of knowledge revealed by the literature, the researcher could further justify the
need for his/her study.

Exercise

Instructions: Create a three pages draft of review of related literature and related studies of the chosen
research topic following the parts of the review guide.

I. Introduction
II. Body
III. Summary/Synthesis
IV. Conclusion

Assessment

Directions: Choose the correct answer.

1. Which of the following is an excellent source of research topic?

I. Library searches
II. Personal experience
III. Replication of prior research

A. I only B. II only C. III only D. I, II and III

2. Dr. Roland wanted to narrow his topic from “classroom assessment”. Which strategy would you
advise him to follow?
I. Talk to a researcher familiar with the literature and the issues in this area.
II. Consult a good secondary source for an overview of this area.
III. Choose an aspect of classroom assessment that is related to his expertise.

A. I only B. II only C. III only D. I, II and III

3. Which of the following is NOT a characteristic of a good research topic?

A. It can be investigated through the collection and analysis of data

B. It focuses on a philosophical or ethical issue.
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COURSE MODULE C. It is theoretically or practically significant.
MODULE WEEK NO.3

D. It is ethical.

4. What is the reason for consulting handbooks, yearbooks, encyclopedias, or review in the initial stages
of identifying a research topic?

A. They are readily available.

B. They provide an overview of the issues related to a topic.
C. They are primary sources.
D. They avoid reporting statistical data so one can interpret the results more easily.

5. Which of the following is NOT a legitimate research problem stated?

A. What is the relationship between the number of book children read and their scores?
B. Should competitive games be banned from elementary schools?
C. What does it mean to be special needs child “included” in Ms. Pierre’s fourth grade class?
D. What are the major legal principles applied to educational cases decided by the Philippines
Supreme Court?

6. A research paper is different from an essay because _______.

A. an essay contains fewer facts than a research paper

B. an essay is more opinion-dominated
C. a research paper is an extended analysis based on data and evidence
D. a research paper is always shorter than an essay

7. Establishing a strong, authoritative tone in your research paper means _________.

A. using a lot of factual information

B. choosing a writing style that established the writer as an authority
C. using harsh vocabulary words
D. writing a persuasive paper

8. To sharpen one’s skills for discovering and identifying a problem, the following should be done
EXCEPT _________.

A. reading a lot of literature in your field of concentration

B. being closed observant of situations and happenings around you
C. taking for granted compiled researchers with no concern on content and methodology
D. visiting various libraries for discovering possible researchable topics

9. Which of the following is the least appropriate research problem?

A. Does studying Latin improve the standardized vocabulary test scores of seventh grade students?
B. Does drilling fifth grade students with multiplication facts improve their standardized test scores?
C. What is the relationship between students’ math attitudes and math achievements?
D. Should students have access to controversial novels in school?

10. Which of the following is a consequence of stating the research topic in the beginning of a report?

A. What does term “inclusion” mean to a child with special needs who is being placed in a regular
education classroom?
B. How does Dr. Gabriel create a culture of caring and support among her faculty?
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C. To what extent are students, parents, and faculty supportive of the proposal to extend school
year-round?
D. What is the extent of language teachers’ use of Audio-Lingual Method of Foreign language
Instruction?

Reflection

Journal Writing: Video Clip

Instruction: Create a 3-minute video of your group sharing your experiences on the task
given in this module. Each member will share the challenges encounter in accomplishing the tasks
and how each member did or as a group cope with the challenges.

Resources and Additional Resources

 Language Research: Principles and Application

Additional Resources:
 Go, Mildred B., Ma. Elouisa A. Pagapatan, Aida S. Villanueva. Technical Writing Manual.
Manila: Centro Escolar University, 2004
 http://www.mdrc.research.med.va.gov/mgt_research/testing.htm
 Dewey, R. APA Research Style Crib Sheet. http://www.Wooster.edu/psychology/apa-
crib.html.
 Brown, J.D. Understanding Research in Second Language Learning. Cambridge: Cambridge
University Press, 1988.