Practical Research 1 LAS Week 5

Practical Research
1
Quarter 1 – Module 3:
Rationale of the Study
Week 4
Introduction
This module is designed to let you understand different reasons for conducting research.
As usual, there should always be a purpose or motive in anything that you do. As a senior high
school student, you need to know the value of research in your field of specialization so you can
justify the need to conduct a study.
Learning Objectives
At the end of this module, you are expected to learn the following competency:
1. provide the justifications/reasons for conducting research
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Lesson
1 Rationale of the Study
In the previous lessons, you already designed a research project related to daily life and
eventually created your own research title for your proposed study in your area of interest or
field of specialization. Now, you have to start conceptualizing the contents of your research
paper by rooting from the reasons why you need to conduct a study about it. Take note that it is
necessary to be rational in everything that you do in research, or else it might be a waste of time
and effort.
In this lesson, you will learn about the rationale of the study. It is one of the major
components in the introductory part of your research paper. With this, let us first define what
rationale is. According to Merriam-Webster, a rationale is:
1 : an explanation of controlling principles of opinion, belief, practice, or phenomena
2 : an underlying reason : basis
In the context of research writing, a rationale pertains to the reasons why the study must
be conducted. Such justification is provided by the researcher to highlight the significant points
of the problem to be addressed in the study. Now that you already have a glimpse of what
rationale is, let us dig deeper on how it is used in research.
Rationale of the Study
As a student-researcher, you have to determine the sense of all the things you plan to do
in your proposed study. Consider the following questions:
Is there a need to conduct a study about your chosen research topic?

Does it pose a significant research problem?
Does it matter to your academic discipline?
If your answers in the previously asked questions are ‘Yes’, then that can be a good
starting point for establishing the rationale of your study. Research justification is considered as
the initial step in writing a research paper. This step involves the skill on how the researcher will
provide the readers with critical background or contextual information that introduces the
research topic. Moreover, it needs to indicate the reasons why the proposed research actually
matters. In doing so, the researcher must be able to get the audience's attention right from the
introduction.
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How to Write the Rationale of the Study
The rationale of the study must contain the following components:
1. Existing Literature
- a background on what researches have already been done about the given
subject.
2. Relevance to Local/Global Context

- situational interconnectedness of individuals or things in varying perspectives.
3. Critical Background/Contextual Information

- circumstances forming a background of an event, idea or subject, that enables
the readers to understand the nature of the problem.
4. Research Gap
- problems, issues or questions that have not been addressed or are yet to be
understood
5. Proof of Urgency
- an urgent need to solve the existing problem.
6. Research Goal/Objective
- the purpose why there is a need for the proposed study to be conducted.
Here are some questions to be considered in presenting justifications:

➢ Why is this research important?
➢ What real life or everyday problem, issue, or question does the research relate
to?
➢ Can people relate to the problem in local or global context?
➢ What benefit does the research promise?
➢ Are the units of analysis and observation clearly identified?
➢ What does the researcher hope to find out?
➢ What was wrong or incomplete about prior efforts already conducted?
➢ Does the research extend understanding of the phenomena being investigated?
➢ Does it elaborate or fill in the gaps in the present knowledge?
➢ What is the research ultimately trying to achieve?
Now, read and study the following sample of Rationale of the Study
The Educated Citizen: Cultural and Gender Capital in the Schooling of Aetas’ Children in
the Municipality of Janiuay (Moralista & Delariarte, 2014)
Republic Act No. 8371 is an act to recognize, protect and promote the rights of
indigenous cultural communities/indigenous peoples, created a National Commission on
Indigenous Peoples, established implementing mechanisms, appropriated funds therefore, and for
other purposes (Enacted by the Senate and House of Representatives of the Philippines in
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Congress, 1997). This Act is known as "The Indigenous Peoples Rights Act of 1997." The State
shall recognize and promote all the rights of Indigenous Cultural Communities/Indigenous
Peoples (ICCs/IPs) as enumerated within the framework of the Constitution. Toward these ends,
the State shall institute and establish the necessary mechanisms to enforce and guarantee the
realization of these rights, taking into consideration their customs, traditions, values, beliefs,
interests and institutions, and to adopt and implement measures to protect their rights to their
ancestral domains (Republic of the Philippines Congress of the Philippines Third Regular
Session. No. 1728; H. No. 9125, 1997). The State recognizes its obligations to respond to the
strong expression of the ICCs/IPs for cultural integrity by assuring maximum ICC/IP
participation in the direction of education, health, as well as other services of ICCs/IPs, in order
to render such services more responsive to the needs and desires of these communities. The UN
Declaration of Human Rights especially on education and the 1987 Constitution of the Republic
the Philippines are among the foundations on which this study was anchored. As educators, the
researchers are curious about the plight of the Aetas, their hopes and how they see education in
relation to their own indigenous culture. This study aims to understand the cultural practices of
Aetas’ children in the Municipality of Janiuay; to investigate the gender capital in the schooling
of Etas’ children in the Municipality of Janiuay; to determine the Aetas’ role in preserving their
cultural practices as influence. Here is another sample of Rationale of the Study for you to have a
simpler idea on how to make one. It is labelled with the components that you need to include in
justifying the reasons for conducting your proposed study. You can use this as a guide in
composing your write-up for your own rationale.
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Activity 1. Read and analyze the following research topics. Provide at least three possible
reasons why each study must be conducted. You may support your answer by citing researched
information from reputable sources. Use the given outline below and write it on your notebook.
A. Depression
1.
2.
3.
B. Corona Virus Disease (CoViD-19)
1.
2.
3.
Activity 2. Read and analyze the given rationale of the study. Then, answer the questions that
follow. Write your answers on your notebook.
Education during COVID-19 Era: Are Learners in a Less-Economically

Developed Country Ready for E-Learning?
(Alipio, 2020)
The Coronavirus-2019 (COVID-19) pandemic remains a compelling issue destabilizing

not just the economy, but also the education in most parts of the world, especially the less
economically developed countries. As of April 25, 2020, 2,833,961 confirmed cases with
197,368 deaths were reported affecting 210 countries and territories around the world and 2
international conveyances.
Geographical variation of case severity was observed with less economically developed
countries anecdotally being reported to suffer the most due to poverty and low testing capacity.
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The Philippines, one of the less-economically developed countries, is a hotspot of COVID-19
case in Southeast Asia with an accumulated total case of 7,192 and deaths of 477. Existing
evidence shows that areas in the country with low accumulated annual income had high COVID-
19 cases and high case fatality rates. With the current state of Philippine government coupled
with the crippling pandemic, notable impact on economy and education has been observed. The
recent adoption of K-12 program, the transition of first K-12 completers to college, and provision
of free and inclusive education have challenged the education governing bodies in the country
even more.
In response to the rise in confirmed cases of COVID-19 in the Philippines, President
Rodrigo Duterte suspended classes at all levels in Metro Manila initially on March 9, 2020 and
provided indefinite date of resumption. Concordant with the public health emergency measures,
the Department of Education issued guidelines prohibiting public schools in areas with
suspended classes from administering the final examinations for students and instead compute
the final grades of students for the academic year based on their current academic standing. The
department also advised schools in areas without suspension to immediately administer final
examinations within that week on a "staggered basis" and for teachers and students to observe
social distancing measures.
Parallel to the Department of Education, the Commission on Higher Education (CHED)
advised other institutions of higher education in the Philippines in the Philippines to implement
distance education methods of learning for its classes, such as the use of educational technology,
to maximize the academic term despite the suspensions. The commission has also advised other
institutions of higher education in the Philippines to implement distance education methods of
learning for its classes, such as the use of educational technology, to maximize the academic
term despite the suspensions. Several other public and private tertiary institutions implemented
such arrangements for its classes; however, several student groups appealed to CHED to suspend
mandatory online classes in consideration of the logistical limitations and well-being of a
majority of students.
With the ongoing surge of cases in the country, a possible alternative to continue
education while preventing potential infection spread, is electronic learning (e-learning). E-
learning has been a common delivery media for education in developed countries. Several
developing countries like the Philippines have attempted to embrace the new learning space;
however, financial and acceptance factors remain to be a problem that would limit its potential
use. While both the supply and demand for e- learning opportunities have risen in recent years,
many professionals are beginning to question whether students are prepared to be successful in
an online learning environment. After all, the demonstrated success of students in a conventional
education and training classroom may not be an adequate predictor of success in an e-learning
classroom. Drawn on the existing pandemic and potential shift to full e-learning, this study has
focused on the descriptive evaluation of readiness of higher education Filipino students for e-
learning.
Guide Questions:
1. Is the given research problem important to a senior high school student like you? Why?
_____________________________________________________________________________
_____________________________________________________________________________
2. Was the proposed study well-justified by the researcher? Why do you think so?
____________________________________________________________________________
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____________________________________________________________________________
____________________________________________________________________________
3. How did the researcher provide justifications on the need to conduct the study?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
4. What was the goal of the proposed study?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
5. If you were the researcher, what other justifications would you provide aside from
those given?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Activity 3. At this point, you are heading your way on writing the content of your research
paper. Remember to use the same research topic and title based on your previous research tasks.
Start drafting your rationale by supplying the necessary information in the given template below.
Write your output on your notebook.
Research Topic: ________________________________________________________________

Research Title: _________________________________________________________________
Why is your research important?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
What real life or everyday problem, issue, or question does your research hope to address?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
How does it relate to local or global context?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
What is your research eventually trying to achieve?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Compose your draft for a simple rationale of your proposed study by using the information you
have provided above. Write it on your notebook.
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Practical Research
1
The Statement of the Problem
Week 4
Introduction
This module is designed and written to help you in stating research questions related to the
problem that you would like to investigate.
Learning Objectives
At the end of the module, you are expected to:

1. state research questions.
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Lesson
1
Statement of the Problem
Similar to a house which requires appropriate tools in order to be repaired, a research

problem also demands appropriate research questions in order to be answered.
As a starting student-researcher, you must recognize that one of the keys to a successful
research study is by concretizing the problem through carefully crafting its research questions.
Hence, your understanding towards the do’s and don’ts in writing a research problem and its
corresponding questions should be considered.
In this module, you will explore the kinds as well as the elements of research problem
and research questions which later help you come up with a concrete statement of the problem
parallel to the study that you are planning to conduct.
Statement of the Problem
After the researcher has clearly presented the rationale of the problem, the formulation of
the targeted and well-defined problem must follow. This well-defined problem is commonly
pertained to the “Statement of the Problem.” Stating clearly the problem can make the vagueness
of the study be clarified. Further, this section allows the researcher to present other essential
elements of research undertaking such as the major variables, objectives, and appropriate
methodology.
Writing the Problem Statement in a Qualitative Research
In formulating the problem statement in a research paper, there are two types of problems
which should be considered. These are the general problem and the specific problems.
General problem pertains to the opening paragraph that gives specific details on other essential
elements which are the purpose, major variables, participants, setting, and time coverage of the
study. The said elements serve as a guide in order to properly formulate the general problem.
Cristobal and Cristobal (2017) from their book Practical Research 1 for Senior High School
presented guidelines in the writing of the general problem. These are as follows:
1. The general problem should clearly state the main task/s of the researcher.
2. The general problem should present the major variable/s related to the phenomenon to be
investigated.
3. The general problem should identify the participants of the study.
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4. The general problem should state the research setting as well as the time period of the
study.
5. The general problem may indicate the intended output of the study such as an
intervention program, module, policies, etc.
An example of a general problem is presented below.
This study aims to determine the functions of emojis in an online communication . The
study was conducted among the different strands of grade 11 students in the senior high
school department of Santa Fe National High School during the school year 2019-2020. The
result of the study was used as a basis for proposing a learning content presentation strategy
in language teaching.
to determine - main task

functions, emojis, online communication - major variables
grade 11 students - participants
Santa Fe National High School - setting
school year 2019-2020 - time period
learning content presentation strategy - intended output
After formulating the general problem of a study, enumeration of its specific problems
should follow. Unlike the general problem which is stated in a declarative form, the specific
problems are stated as questions. These formulated questions, moreover, should all be anchored
on the general problem. With this, the researcher will be guided on how he/she will seek an
answer to the problem.
In addition, the researcher must also know that a specific question to be formulated must
be a researchable question, that is, it should begin with words such as “what” and “how.” In this
case, the researcher may be able to solicit responses which can ensure detailed data necessary to
the study. Non-researchable questions, as in, those which are answerable by “yes” or “no” should
be avoided. Examples of non-researchable and researchable questions are presented below.
Non-Researchable Questions:
 Do the participants use social media platforms for their communication purposes?
 Are the participants using emojis in their online communication?
 Can the participants understand the meaning of emojis used in conversations?
 Will the emojis be used for a language content learning presentation strategy?
Researchable Questions:
 What are the most frequently used emojis by the participants in the corpus?
 What are the pragmatic functions of emojis in the corpus?
 How do multiple emojis affect the meaning of the discourse?
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 What learning content presentation strategy can be proposed based on the results of the
study?
Now that you have already known the considerations in stating a research problem, it is no
doubt that you may begin to concretize your study by specifying your general problem and its
corresponding specific problems/questions.
Activity 1. Identify the elements by analyzing the general problem provided below. Write
your answers on your notebook.
This study aims to describe the academic challenges faced by senior high school working
students of Santa Fe National High School. The result of the study will serve as a basis for
proposing and designing effective learning intervention program.
1. main task : _________________________

2. major variable : _________________________
3. participants : _________________________
4. setting : _________________________
5. intended output : _________________________
Activity 2. State four (4) researchable specific questions based on the general problem
presented in Activity 1. Note that your answers will be graded according to the rubric
provided. Write your answers on your notebook.
Specific question no. 1: _______________________________________________________

Scoring system Description

5 points All the questions are in parallel with the general problem.
4 points Three questions are in parallel with the general problem.
3 points Only two questions are in parallel with the general problem.
2 points Only one question is in parallel with the general problem.
1 point No question is in parallel with the general problem.
Activity 3. State your own research problem based on your proposed qualitative research title
from the previous module. Write your answers on your notebook.
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Research Title: ________________________________________________________________
General Problem:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Specific Problems:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Practical Research
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1
Scope and Delimitation
Week 4
Introduction
This module was designed and written with you in mind. It is here to help you master the
writing scope and delimitation. The scope of this module permits it to be used in many
different learning situations. The language used recognizes the diverse vocabulary level of
students. The lessons are arranged to follow the standard sequence of the course. But the order
in which you read them can be changed to correspond with the textbook you are now using.
Learning Objectives
The module is divided into two lessons, namely:
• Lesson 1 – Content of Scope and Delimitation

• Lesson 2 – Writing Scope and Delimitation
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Lesson
1 Content of Scope and Delimitation
In thesis writing, there is a specific part of it that reveals, recognizes, shares and
expresses the method used, coverage, parameter, instruments, persons involved and even the
protocols to follow. This is called, “scope and delimitation”. As defined, it explains the extent
or parameter of research. Likewise, it explores on the coverage, and processes involved in the
research (M. K. & Simon and Goes 2013). Practically, it declares the choices that the
researcher carried out during the research process.
On this discussion, you will be familiarized with the elements included in the scope and
delimitation.
Scope and Delimitation
Scope and delimitation is an informative part of your research. It is informative because it is to

where you declare the things you have to carry out and follow through the course of research. I
am sure, you are wondering why there is a need for us to declare all of these to our readers.
Likewise, you are puzzled what are the elements of your research that are needed to be
included? Well, let us deal with them one by one.
Let us first dissect “scope and delimitation”.
Scope + Delimitation
When we talk about the scope of research, it commonly refers to the depth your research area
or parameters. This includes restriction of the target population, research local, specified
duration, design, procedure, and instrument used.
1. Population –According to Majid (2018), this stands for the entire pool from which the
sample is drawn.
Consider these examples:
a. Schools operating in Bataan (Private and Public)

b. Senior High School Students of a School
c. Grade 10 Students in a School Division
d. Tricycle Drivers operating in a Barangay
e. All Working Students in a grade level
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2. Research Locale – It refers to the particular location where the study is conducted.

Santa Fe National High School Schools Division of Nueva Vizcaya
Nueva Vizcaya Region II – Cagayan Valley
Pampanga Balanga City
Limay Senior High School University of the Assumption
Barangay St. Francis II Nueva Vizcaya State University
3. Specific Duration. This stands for the exclusive time frame when the research is
conducted.
May 20 to 22 2020
School Year 2020 to 2021
From 2015 to 2020
From January 2020 to May 20202
4. Research Method – This refers to the systematic plan for conducting research which
includes strategies, process, techniques, and procedures for collecting and analyzing
data (MacDonald and Headlam 2008). Here are the four (4) most commonly used
qualitative designs that you can use.
a. Ethnography – If your research is about a description or investigation about
customs of individual and culture, this design can be used (Elis and Bochner
1996).
b. Phenomenology – If your research is about the commonality of lived experience
within a group of individuals or description of a particular phenomenon, this
research design can be used (Singh 2018).
c. Case Study – If your research is about an investigation of a phenomenon within
the context of real-life situation, you can use this design (Kothari 2004) .
d. Grounded Theory – If your research aims toward a development of a theory in an
inductive manner, you can use this design (VanderStoep and Johnston 2009).
5. Protocols Followed. This refers to the standard procedure, system, or rules that you
follow in gathering data. It can be the permission in the conduct of the study,
communication letter to the respondents, or agreement on the conduct of interview.
6. Data Gathering Procedure. This refers to the step-by-step procedures that you employ
before and during the data gathering.
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7. Instrument. These are measurement devices that you use in your research. It can be in a
form of test, survey, questionnaire, and the like. However, in qualitative research, you
as the researcher is the instrument, and your interview guide serve as a tool in gathering
the data (Bahrami, Soleimani, Yaghoobzadeh, & Ranjbar, 2016).
8. Data Analysis. These are the systematical processes you employ to describe or interpret
your data. It can be thematic network analysis, dendogramming, structural analysis, text
analysis, and Collaizi procedure.
On the other hand when we talk about delimitation, it refers to choices made by researcher
that serves as boundary (Simon 2011). This includes research objectives, questions, variables,
theoretical objectives you adopted, target samples, and justifications that limits the scope of the
study. Commonly, research objectives, and description of variables are mentioned while
research questions are just reflected on the set objectives. Variable are also explained and
declared, as well as to the theoretical objectives of the study. On the other hand, sampling
method, target sample size, and justifications in choosing the above mentioned scope are
provided to clearly set the parameter of the study.
In some researches, instead of scope and delimitation, they use scope and limitation. The
term limitation is about the external and internal influences that researcher has no control of.
They can be shortcomings, conditions or influences that cannot be avoided due to the limitation
of the study. Thus, these limitations is a declaration of the possible influences to the result of
the study.
Activity 1. Let us help Bok in organizing his scope and delimitation by categorizing the idea he
is thinking. Write whether it is objective, population, sampling, research locale, specific
duration, research method, protocols followed, data gathering procedure, instrument, or data
analysis. Write your answers on your notebook.
1
8 2
3
7
4
6
5
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Activity 2. Read carefully the scope and delimitation below. Write “A” if the underlined word
is population, “B” for research locale, “C” for specific duration, “D” for research method, “E”
for protocols followed, “F” for data gathering procedure, “G” for instrument, “H” for research
objective, and “I” for data analysis. Write your answers on your notebook.
1.
This qualitative study employed a phenomenological research design.
According to Creswell (2013), it was an approach directed to the
similarities of the lived experiences among a particular group. The main
objective was
to come up with an explanation of the nature of a particular

2
phenomenon. Moreover, Manen as cited in Finlay (2013), this research .
design started with the interest and desire of the researcher transforming
it into epistemic inquiry. Likewise, this was geared toward a broader

3
understanding of a specific phenomenon whether it was lived .
experience, event, or even a situation. Hence, this study explored
in-
depth examination of the lived experiences of novice teachers as it 4

.
unveiled their Lebenswelt (world -life) and weltanschauung (world-view)
on handling verbal bullyi ng inside the classroom. Data gathering was
delimited to one of
5
.
the integrated middle school in the province of Bataan, Philippines.
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Lesson Writing Scope and
2 Delimitation
After knowing the elements and content of scope and delimitation as part of research, you
are now ready to write your own scope and delimitation. Worry not because writing this require
you to enlist the things you will be doing and using throughout your study. Even though there is
no standardized way of writing, this lesson will share the typical way of composing your scope
and delimitation. Thus, this topic will allow you to be equipped with necessary skill for you to
finish this part of your research.
You need to remember that scope and delimitation is the blueprint of your research. It
needs to be synchronized with the research gap you have established in the introduction and has
to be paralleled with the research objectives and questions you have formulated. Later in your
methodology, it has to be harmonized with the processes you will be declaring. In writing this,
you just need to be precise and logical. Meaning to say, you need to justify the information you
will include on your scope and delimitation.
Writing scope and delimitation

Writing scope and delimitation does not require you extraordinary skills in writing. You
just need to have a clear picture on how you are going to do your research. Most probably, if
you happened to read other researches, you would notice they have different ways of
formulating it. Some begin with the methods of research and end with the instrument, others
start with research locale and end with the declaration of the protocols followed. However, one
thing is common among them, their content are the same. Therefore, this implies that there is
no prescribed way of making it. As long as the necessary elements are declared and briefly
discussed, that is already a good scope and delimitation. It is because this part of research
intends to inform the readers about the parameter of your research.
Commonly, scope and delimitation is written in three (3) paragraphs. The first
paragraph contains methods, research design, research locale, time duration, population,
sampling and class size. The second paragraph includes the instrument used, validation and
protocols followed in the conduct of the study. The last paragraph is the declaration of data
gathering and analysis. It is important that you need to provide proper justifications of the
elements you will be using. It is done through the wisdom of the experts – citation.
Before writing the first paragraph, it is advised that you must perform brainstorming of
what you are going to write. Brainstorming is just simply writing down what comes to your
mind. But this time, let us perform brainstorming by answering some question. For example
you are conducting a research about the lived experience about verbal bullying of the Persons
with Disabilities (PWD) Grade 11 students in a province, how are you going to make the scope
and delimitation? Now, let us begin with the first paragraph. Remember that the first paragraph
contains methods, research design, research locale, time duration, population, sampling and
class size.
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Consider the 1st figure.
The 2nd figure answers the 1st figure
These are the answers that you need to know before writing your scope and delimitation. The
information would give you a clear picture of what you are going to write.
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If you are going to write the information gathered, the first paragraph of the scope and
delimitation will be like this …
This qualitative research aims to explores on the lived-experiences of the PWD grade 11
students about bullying. According to Mcleod (2019) this kind of research deals with the
description and interpretation of a phenomena based from how these became meaningful to
a person or group of people. As a phenomenological study, it determines the coping
mechanism of the said students on their distinct experience about verbal bullying. They are
selected using snow ball method. Patton (2001) defined this sampling as referral sampling
wherein it uses a small pool of initial informants to nominate other participants of the
study.
Did you notice how terms give justifications? The underlined sentences serve as your scope and
delimitation. They limit down the scope of the study.
On the second paragraph, you need to remember that it contains instrument used, validation and
protocols followed in the conduct of the study.
Consider the 3rd figure
Now, look at the 4 figure. Th

e
4th
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figure answers the 3rd figure. If you are going to write the information gathered, the second
paragraph of the scope and delimitation will be like this …
In this qualitative research, the researcher serves as the main instrument of the study (Pezalla,
Pettigrew and Miller-Day, 2012). Another tool is the interview guide. This unstructured
interview guide is a researcher-made instrument based from the objectives of the study. It is
composed of five (5) questions. Objectively, interview questions are formulated to gather
necessary information about the participants’ live experience as well as their coping
mechanism. It is validated by group of experts using validation matrix to identify its
appropriateness of the questions and suitability to the research participants. Prescribed
standard and necessary protocols are religiously complied to ethically follow the norms of
conducting research.
On the last paragraph, you need to remember that it contains the declaration of data
gathering and analysis.
th
Consider the 5 figure
th figure answers the 5 th

The 6 figure.
th
Now let u s write the information on the 6 figure.
In gathering data, individualized and focus group discussion is employed depending on the
preference of the participants. Because of the impossibility of personalized interview, this will
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be carried through social media platforms either through Zoom app or Facebook Video
Conferencing. According to Eysenbach (2019), these platforms provided opportunities in
conducting qualitative research. Likewise, because of its mass usage, it provides potential
options for this kind of study. Interviews are recorded and transcribed in verbatim.
Translations into English is accomplished through the help of an expert. Anonymity of
participants is secured likewise with the information they will provide. In analyzing the data,
thematic network analysis is employed. It is explained as a web-like illustrations that
summarizes themes (Stirling, 2001). Particularly, this study seeks to identify the salient themes
through coding. This is to facilitated structuring and depiction of the themes into an emerging
main theme.
Let us put together what we have created. However, I’ll be using future tense for you to have
pattern for your thesis proposal.
Lived Experience PWD Grade 11 Students about Verbal Bullying in a Province.
This qualitative research aims to explores on the lived-experiences of the PWD grade 11
students about bullying. According to Mcleod (2019) this kind of research deals with the
description and interpretation of a phenomena based from how these became meaningful to a
person or group of people. This research will consider all senior high school students of a
province during the school year 2020-2021. They will be selected using snow ball method. In
this qualitative research, the researcher will serve as the main instrument of the study (Pezalla,
Pettigrew and Miller-Day, 2012). Another tool will be the interview guide. This unstructured
interview guide is a researcher-made instrument based from the objectives of the study. It is
composed of five (5) questions. Objectively, interview questions are formulated to gather
necessary information about the participants’ live experience as well as their coping
mechanism. It is validated by group of experts using validation matrix to identify its
appropriateness of the questions and suitability to the research participants. In gathering data,
individualized or focus group discussion are employed depending on the preference of the
participants. Because of the impossibility of personalized interview, this will be carried
through social media platforms either through Zoom app or Facebook Video Conferencing.
Activity 1. In two (2) to three (3) sentences, write the first paragraph of the scope and
delimitation using the information below. Write your composition on your notebook.
*qualitative research *criterion sampling *ethnography *5 students
*Kinaragan, Duale, Limay *Aeta students
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
22 | P a g e
Rubrics on how you write your Scope and Delimitation
Criteria 5 4 3 2 1
The The The
The
composition is composition is composition
composition
substantially somehow is partially The
is completely
organized organized organized composition
Content organized
using 4 to 5 of using 2 to 3 of using 1 of contains no
using all the
the the the information
information information information
information
listed. listed. listed.
listed.
The The
The The The
composition composition
composition composition composition
does not have has more
Grammar has 1 to 3 has 4 to 5 has 6 to 7
any than 8
grammatical grammatical grammatical
grammatical grammatical
errors. errors. errors.
error. errors.
Activity 2. In two (2) to three (3) sentences, write the second paragraph of the scope and
*identity of participants *Facebook Video Conferencing
*secrecy of answer *thematic network analysis
____________________________________________________________________________
____________________________________________________________________________
Criteria 5 4 3 2 1
The
The The The
composition is composition
composition is composition is
is partially The
completely substantially somehow
organized composition
Content organized organized organized
using 1 of contains no
using all the using 3 of the using 2 of the
the information
information information information
information
listed. listed. listed.
listed.
The
The The The The
composition
composition composition composition composition
has more
Grammar any has 1 to 3 has 4 to 5 has 6 to 7
than 8
grammatical grammatical grammatical grammatical
grammatical
error. errors. errors. errors.
errors.
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Activity 3. In two (2) to three (3) sentences, write the third paragraph of the scope and
*interview guide *individualized interview

*focus group discussion *consent and Assent video
*conferencing *experts’ validation
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Criteria 5 4 3 2 1
The The The
The
composition is composition composition
composition
substantially is somehow is partially The
is completely
organized organized organized composition
Content organized
using 4 to 5 of using 2 to 3 using 1 of the contains no
using all the
the of the information information
information information
information listed.
listed. listed.
listed.
The The
The The The
does not has more
Grammar has 1 to 3 has 4 to 5 has 6 to 7
have any than 8
error. errors.
Activity 4. Write the scope and delimitation of your research having three (3) paragraphs with
four (4) sentences each. Write your composition on your notebook.
Criteria 5 4 3 2 1
The scope and The scope
The scope and The scope and The scope
delimitation and
delimitation delimitation and
contains delimitation
Content contains substantially limitation
some of the contains
complete contains contains no
information. limited
information. information. information
information.
Grammar The The The The The
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does not have has more
has 1 to 3 has 4 to 5 has 6 to 7
any than 8
error. errors.
Practical Research
1
Significance of the Study
Week 4
Introduction
This module is designed to let you recognize the significance of the study and identify its
benefits and beneficiaries. As a senior high school student, you need to know how you can make
a valuable and demonstrable contribution by conducting a research particularly in your chosen
field of specialization.
Learning Objectives
At the end of this module, you are expected to learn the following competencies:
1. cite the benefits of research; and
2. identify the beneficiaries of research.
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Lesson
1 Significance of the Study
In the previous lesson, you were oriented with the scope and delimitation of research. In
this module, you will learn about the significance of the study which encapsulates the benefits
and beneficiaries of research. Moreover, this will highlight why it is important for you to
conduct a research as a senior high school student.
Significance of the Study
Cristobal and Cristobal (2017) states that research is a very noble undertaking if it
makes significant contributions to the community and to the academic field or discipline
where the researcher is affiliated with. This is basically the reason why the researcher needs
to determine the relevance of their study. It should apparently identify the purpose that the
research will serve and how it will contribute to the society, the country, the government,
the institution or agency concerned, and the research community.
Under this section of the research paper, the researcher must be able to present the
valuable contribution of the study to a particular body of knowledge or area of
specialization. As Cristobal and Cristobal (2017) noted, it could be in the form of a new
knowledge in the field, analysis of trends over time, validation of other findings using
different methodologies, confirmation of the major findings of other studies, and
verification of the validity of findings in a different population.
After identifying the general significance of the study, the researcher also has to
determine the beneficiaries who will directly gain from the results of the study. They may
be classified as academic or non-academic. Academic beneficiaries may include
educational staff, teachers, students and researchers, while non-academic beneficiaries
may include stakeholders, policymakers, agencies and organizations. They should be
specifically listed according to the significance of the study’s results to them.
Moreover, the researcher needs to cite the particular benefits that the beneficiaries
will gain from the study. They refer to all advantages to be obtained by those directly
involved especially the researchers and research users. All of which can be manifested as
demonstrable contribution of the said research to the specialized field or to the community.
Such benefits may be classified as educational, professional and personal as shown in the
table on the following page.
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Benefits
❖ Learning about issues and methods in the chosen field
❖ Furthering creative and scholastic achievement
Educational
❖ Applying concepts from courses to real-life situations
❖ Sharpening problem-solving skills
❖ Exploring potential careers
❖ Learning new specialized techniques and skills
Professional
❖ Enhancing professional communication skills
❖ Networking same interests with others
❖ Building confidence and independence
Personal ❖ Promoting critical and thinking
❖ Enhancing awareness
Study the following Significance of the Study section of sample research papers:
Research Title:
The Media’s Influence to the Millenials: Retrospecting Academic
Performance and Media Exposure (Sonsona, 2017)
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Research Title:
English Only Policy: Its Influence on Pre-Baccalaureate Maritime
Students’ English Language Proficiency (Labrador, 2019)
General Significance:
This research will determine the significant contribution of the implementation of
English Only Policy in senior high schools offering the specialized marine strand as a
preparatory stage of Pre-Maritime students for their baccalaureate degree.
Beneficiaries Benefits
1. Pre-Baccalaureate Maritime students 1. The study will help them in preparing
themselves for a
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language-restricted environment in an
international marine institution.
2. The study will influence them to be globally
competitive as they aspire to become future
seafarers who will be navigating around the
world.
2. Senior high school teachers 1. The study will provide the senior high
school teachers a clear picture of the
meaningful impact of English Only Policy
in classroom instruction
2. It will enable them to integrate EOP in the
teaching-learning process that will
eventually build the confidence of students
in speaking in English.
3. Curriculum developers 1. The findings of this study may serve as a
basis for strictly implementing English
Only Policy not only for Pre-
Baccalaureate Maritime classes but also
for specialized strands that necessitate the
use of English language in their future
career.
2.It will enlighten the curriculum developers
on the effective classroom instruction that
bridges senior high school tracks and
strands to college education programs and
courses.
4. Other researchers 1. This research can be a source of another
study or can be replicated using additional
variables in another locale or setting, or
with different respondents.
2. The findings of this study can also serve as
a conceptual framework of another
research.
Activity 1. Read and analyze the following Significance of the Study section of the given
research. Then, identify its general significance, the target beneficiaries, and the specific benefits
each will receive. Use the given template on the following page in answering this activity.
Accomplish it on your notebook.
A Study of Millennial Students and their Reactive Behavior Patterns in the

Online Environment (Yonekura, 2006)
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A common assumption about higher education is that the
institutionhas a complete grasp of its students’ profiles and their learning and
service preferences (Oblinger, Barone & Hawkins, 2001, p.3), and those
generational differences between millennials and previous generations are
generally understood. In the last few years, many have written and
documented the essence and evolution of this generation; however, studies
covering depth and breadth in understanding the millennial generation in
different contexts such as education, workplace, and other settings are still in
their infancy.
One of the few studies that have investigated this generational cohort
in the context of higher education is Paschal’s (2003) dissertation on the
expectations of generation Y students enrolled in nursing education. In this
qualitative study, Paschal (2003) conducted interviews to better understand
what these students’ expectations were regarding nursing educators, learning
environment, nursing school experience, and future opportunities a nursing
education should offer.
The eldest segment of millennials is already attending and making
their presence known in colleges and universities around the nation. Parallel
to this generational evolution, online learning has reached maturity with
great success and satisfaction especially for students from previous
generations for whom the Internet was a new technology. Millennials,
however, have grown up with the Internet and therefore, expect a more
sophisticated access.
Consequently, researchers and practitioners facilitating online
learning should reflect upon the implications for how current models and
techniques will have to be adjusted for those students. Employers, too, will
need to adjust their practices as these millennials graduate from college and
enter the workforce.
Research Title:
Beneficiaries Benefits
1. 1.
2.
2. 1.
2.
3. 1.
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2.
4. 1.
2.
Activity 2. Now, can you try drafting the Significance of the Study section of your research
paper? You may go back to the given examples in this lesson or look for other sample research
papers to serve as your guide in doing this activity. Remember that you have to use your chosen
research topic based on your previous research tasks. You may choose what to use between the
two given templates in accomplishing this task. Accomplish it on your notebook.
Proposed Study/Research Title:
Beneficiaries and Benefits to them (provide at least three)
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Practical Research
1
Selecting and Synthesizing Information from Relevant
Literature
Week 5-6
Introduction
This module is designed and written to help you on selecting and synthesizing
information from relevant literature.
Learning Objectives
At the end of the module, you are expected to:

1. select relevant literature; and
2. synthesize information from relevant literature.
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Lesson Review of Related
1 Literature
Have you imagined a human body without bones? What do you think might happen if
there is an absence of them? Do you think you can stand firm and be able to perform all the
activities that you can do now? As you observed, these innumerable activities that you do on a
daily basis become possible because of their system as a whole – the skeleton. This goes similar
in the conduct of research. A study is not enough that it has its heart – a research purpose that
prompts a researcher to pursue a study. You must remember that a study with a heart however
without a bone would make it as weak and insubstantial.
Your previous lessons focused on how you would create the heart of your study. Thus,
you carefully craft your problem and its background. This time, you will form a firm foundation
like a skeleton that will support your study to stand and be successful. The skeleton that is made
up of bones would be represented by theories, framework, and studies which can all be gathered
through reviewing relevant literature.
Therefore, in this part of the module, you will continue your research journey by
building the foundation of your study. This will begin by knowing how you will select
information from available sources and how you will synthesize them in order to serve as a
support in substantiating your own study.
Definition of the Literature Review
Other previous researches related to the study currently conducted by a

researcher should be put into consideration. When they are summarized
comprehensively, this makes the process of literature review. As cited from
Bloomsburg University of Pennsylvania (2020), literature review requires for a survey
of scholarly articles, books, and other sources which will later be enumerated,
summarized, and evaluated in order to form a concrete basis and support for the
current study. When it is done, the selected literature may appear on various sections
of the study such as in the introduction, related literature section, and the discussion of
results.
Purposes of Reviewing a Literature
The following are the purposes of literature review (University of South Carolina
Library, 2020):
1. It provides the researcher a clear understanding of the study to be investigated.
Through literature review, the researcher can boost his/her confidence by clearly
33 | P a g e
understanding the phenomenon and be able to clarify essential variables of the
study.
2. It justifies the need for conducting the study. Review of literature allows the
researcher to identify the existing gaps in knowledge. Thus, further investigation to
be conducted by the researcher will be justified.
3. It serves as the basis for establishing concepts presented in the study. Reviewing
literature relevant to the current study of the researcher enables him/her to
substantiate his/her work. Concepts presented from the study which are supported
by literature can make the work of the researcher more credible.
Selecting the Literature for a Study
Once the researcher has a clear problem as well as a rationale for conducting a
study, he/she may now begin selecting literature such as theories, conceptual
framework, and related studies that will serve as the foundation of the work. In
selecting the literature for a study, the following questions should be considered:
1. Can this literature help me clearly present the delimitation of my study?

2. Can this literature give me insights to present properly essential variables of my
study?
3. Is this literature up-to-date?
4. Does this literature provide perceptive and accurate results and conclusions?
5. Does this literature present contrasting ideas which can be used in identifying
research gaps?
Conducting a Review of Literature
When the researcher is about to engage himself/herself in doing literature review,

he/she must do it in a systematic procedure so as to arrive with a comprehensive output
which can later be used in substantiating the work. Boza (2015) of University of
California presents six steps in conducting a literature review. These steps are as
follows:
1. Decide on the area of research. The first step always begins with the clear problem
in mind of the researcher. He/she must clearly know the topic as well as the
rationale of the study to be conducted. This will allow the researcher to focus on
articles and books that are relevant and can help him/her substantiate the work.
2. Search for the literature. In searching for the literature which can be used for a
study, the researcher may utilize printed materials and references which can
normally be found in the libraries. On the other hand, online sources, which also
offer scholarly articles and books, must likewise be considered for these can make
the researcher saves more time.
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3. Find relevant excerpts in books and articles. Reading the abstract of a scholarly
work will help the researcher determine whether it is relevant or not to the study
under investigation. Meanwhile, other sections of a scholarly source as in articles
and books can also be skimmed in order to get the excerpts of important data
which can be used as bases of the study. Definition of terms, prevalent claims,
findings, and conclusions are some of those which the researcher should observe
and read carefully. Further, employing different levels and types of reading can
help the researcher to scrutinize efficiently the data and information presented from
a reference. Wilson (1990) identified four types of reading. These are as follows:
o Elementary reading. This type of reading pertains to word-recognition type of

reading wherein sentences are literally comprehended.
o Systematic reading. This type of reading employs skimming strategy wherein
the researcher-reader may focus on the highlighted terms in the sample source
manuscript. Similarly, he/she may also look into the title of the sample and will
try to see if similar variables of the current study are presented. If yes, he/she
may consider the sample as relevant to his/her own work.
o Analytic reading. This type of reading requires the researcher-reader to break
the whole scholarly work into parts for better understanding. In addition, it may
also observe here that the researcher-reader establishes connection with the
author by asking the 5Ws and 1H questions through annotation. Use of a
dictionary for concept clarification is also often considered in this type of
reading. The notes made from the analysis are then synthesized and will serve
as an output.
o Comparative reading. This type of reading considers two or more scholarly
works which will be analyzed for comparing-contrasting purposes. Here, the
various viewpoints of the authors regarding the particular concepts and
principles will be carefully observed. The generalized summary of the analysis
from this type of reading then serves as an output.
4. Code the literature. Categorizing the themes of the concepts found in different
literature must be done for better analysis and evaluation. Themes can be
categorized from the similarities to the differences found among those relevant
works. Meanwhile, tools for reading and reviewing should also be considered by
the researcher in order to save more time since these allow him/her to easily revisit
the concepts that may be a help in the process of literature review. Two of the
commonly used tools for reading and review purposes are as follows:
o Highlighting. This tool uses marks and symbols that will help the researcher to
easily revisit the important ideas found in a scholarly work. This can also aid
the researcher to easily distinguish the similarities and differences found in
various sources.
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o Annotation. This tool uses words, phrases, and sentences which serve as
written remarks of the researcher reflecting his/her understanding and questions
regarding the scholarly work.
5. Create conceptual schema. After coding the concepts perceived to be important by the
researcher in the conduct of the study, he/she may then organize them in order to see in a
wider perspective the relevance, including their similarities and differences, to the current
work. The researcher may utilize a literature review synthesis matrix to better see how the
gathered data from literature review will be presented in the study. As cited from Ashford
University (2020), synthesis matrix refers to a table used for organizing important ideas
found in the literature. This matrix further allows the researcher to see overlapping ideas
among the authors. Here below is an example of a synthesis matrix:
Problem or
Sample
Methods
Source
Instrument
Findings
Design
purpos
e
Study 1
Study 2
Study 3
Study 4
Example of literature review presented through synthesis matrix:

Source
Problem or
Design
Sample
Findings
Instrument
Methods
purpose
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1. It
Study to study the Quantitative 200 students Survey Questionnaire revealed that the
influence of emoji with tears of
1
emojis on joy is the most used
communica- emoji among the
tion language respondents with
the percentage of
43.5%.
2. It is also
observed that very
less number of
respondents used
the sad smiley.
1. It revealed that
to provide an Quantitative 82 people Survey Questionnaire the most frequent
Study
overview of the emojis on Twitter
2 since
functions of
emojis in December 2019
everyday from the frequency
written distribution of
emoji per country
communica-
are the “face with
tion
tears of joy”
accounted for
6.7%,
“smiling face with
heart- shaped eyes”
with 3.72%, and
“face throwing a
kiss” with 2.1%.
6. Begin writing literature review. With a complete vision of necessary data that came from
reading and reviewing literature, the researcher may now begin the draft of the manuscript
for review of the related literature section. He/she must not forget to cite the author of any
data that will be used for the study. The use of transitional words will also be helpful in order
to arrange ideas accordingly (e.g., the use of “similarly” to present that ideas have in
common).
Example of literature review presented in a research manuscript entitled, Emojiology: A

Study of Functions of Emojis in the Virtual Community (Tabernero, 2020):
The widespread use of emojis as a form of supplement in messages across computer

mediated communication has been highly observed. These icons are almost always present in
different social media platforms since easy access to them has been made possible by
smartphone devices. Hence, social media users can easily use them during their online
communication.
Based on the study of Suresh (n.d.) entitled “The Influence of Emojis on Communication
Using Social Media: A Quantitative Study among College Students of Myusuru,” it revealed that
the tears of joy-type of emoji is the frequently utilized icon among the respondents with the
percentage of 43.5%. This is followed by emoji thumbs up sign which is used by 12% of the
respondents. It is also observed that very a smaller number of respondents uses the sad smiley.
Similarly, in terms of a specific social media platform – Twitter, it was also found that the
tears of joy-type of emoji is the frequently utilized one. This is in accordance with the study of
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Ljubešic & Fišer (2016) entitled “A Global Analysis of Emoji Usage.” Here, they revealed that
the “face with tears of joy” emoji is the most used emoji on Twitter since December 2015. Based
on the frequency distribution of emoji used from each country, 6.7% was accounted to “face with
tears of joy,” 3.72% to “smiling face with heart-shaped eyes,” 2.1% to “smiling face with smiling
eyes,” and another 2.1% to “face throwing a kiss.”
Activity 1. Select two (2) relevant literature from either an academic printed reference or an
academic online source which can be used for your study of interest. Use the literature review
synthesis matrix to present important data. Copy the table and supply the corresponding/needed
information. Write your answers on your notebook.
Problem or
Source
Design
Sample
Methods
Instrument
Findings
purpose
Title:
Author:
Title:
Author:
Practical Research
38 | P a g e
1
Plagiarism and Paraphrasing
Week 5-6
Introduction
This module was designed and written with you in mind. It is here to help you master types of
plagiarism and proper paraphrasing. The scope of this module permits it to be used in many
Learning Objectives
• Lesson 1 – Types of Plagiarism

• Lesson 2 – Proper Paraphrasing
After going through this module, you are expected to:

1. cite related literature using standard style
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Lesson
1 Types of Plagiarism
Responsible writing is necessary for writing academic text (Louw, 2017). As a novice
researcher, you need to take note that you ought to be responsible for the things that you write
in your research. One of the elements in writing responsibly is through proper citation both in-
text and reference citation. Aside from it, it is proper to list your sources on the information that
you are bringing out. Furthermore, you need to give proper credit to the author by
acknowledging his or her ideas. Nonetheless, you are avoiding plagiarism that is usually done
when you quote words or ideas created or first used by others. By doing it, your readers can
track down the sources that you utilized by citing them properly through footnotes,
bibliography, or reference list.
To properly cite your sources, you need to learn first the types of plagiarism. Plagiarism is often
committed when you use words and ideas without making credit to the person who formulated
it, making those words and ideas your own (Sulaiman, 2018).
Types of Plagiarism
1. Direct Plagiarism. This type of plagiarism is committed when you copy word-forword a
section of others’ works without quotation marks (Roig, 2002).
The stage of dialogue was the action of conversation. On this manner, the incident was
immediately addressed and effects were identified.
from the research titled, “The Die is Cast: Experiences of Novice Teachers in Handling Verbal
Bullying Incidents in a Middle School” written by Dexter V. Fernandez, MAED. and Arnel T.
Sicat, Ph.D.
This is the proper way of citing a direct quotation.

“The stage of dialogue was the action of conversation. On this manner, the incident was
immediately addressed and effects were identified”.
2. Self-Plagiarism. This plagiarism is often committed when you mix your previous works
to come up with new article without proper citation and permission to the teacher you previously
submitted the work (Helgesson & Eriksson, 2014; Plagiarism.org, 2011).
40 | P a g e
3. Mosaic Plagiarism. It is committed when you take phrases from a source without using
quotation marks or citation; thus, you just find synonyms to the authors’ words while keeping
the same though as it is in the original (Roka, 2017).
4. Accidental Plagiarism. This is committed when unintentionally neglected to cite a source
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or quoted by using similar words or sentence structure. This can be avoided through responsible
writing and running your work in an initial plagiarism test available in internet (Learning
Services Writing Center, 2018).
Activity 1. Read each statement carefully. Identify the type of plagiarism being asked in each
item. Write your answers on your notebook.
1. What do you call the plagiarism that happens when you buy a paper from a
student in another section then submit it to your teacher?
2. What is the type of plagiarism that is committed when you resulted to ask a friend to help
you out by copying all his work?
3. This plagiarism happens when you mix your previous works to come up with new article
without proper citation.
4. This plagiarism is committed when unintentionally neglected to cite a source or quoted

by using similar words or sentence structure.
5. This plagiarism happens when you get parcels of other work and paste them as one
article.
Activity 2. Read the statements carefully. Write T if the statement is True, F if otherwise. Write
1. Self-plagiarism is committed when unintentionally neglected to cite a source or quoted

by using similar words or sentence structure.
2. Direct plagiarism is committed when you take phrases from a source without using
quotation marks or citation.
3. Accidental plagiarism can be avoided through responsible writing and running your work
in an initial plagiarism test available in internet.
4. Accidental plagiarism is committed when you mix your previous works to come up with
new article without proper citation and permission to the teacher you previously
submitted the work.
5. Self-plagiarism is committed when you copy word-for-word a section of others’ works

without quotation marks.
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Lesson
2 Paraphrasing
Paraphrasing is the answer for us not to fall to any type of plagiarism (Wallwork, 2011).
However, this needs your attention to learn the competencies in achieving proper paraphrasing.
Careful reading, in-depth comprehension, and good writing are the skills you need to improve
for you to come up with good paraphrased sentences.
The big question now is how to paraphrase? There is no perfect way of paraphrasing a
sentence or paragraph. It is because it will depend on the manner you understand what you have
read. So, what you need is a better understanding. Below is the suggested way for you to come
up with good paraphrasing.
Five (5) Ways to Paraphrase
1. Take time to read. Careful reading of the text enables you to grasp the meaning of the
sentence you are going to paraphrase. It is recommended to read it three times or even more.
This is to give you enough time to comprehend the meaning of what you are reading (University
of New England, 2020).
2. Take note of the key points. This is done through highlighting or listing the points or ideas
presented in the text that you are reading. Through this, you will see the things that the author
wanted to impart in his or her write ups. However, for you as a reader, those will also be the
bases on how you will explain the ideas that were presented (Chi & Nguyen, 2017).
3. Rewrite what you have read but use your own words. Rewriting what you have read does
not mean you will just copy it. Nevertheless, you are going to write what you have read based
from what you have understood from it. However, you need to be careful not to eliminate the
ideas of what you have paraphrased (Oshima, 1999).
4. Compare what you have written with the original text. Through this, you may be able to
see the similarities and difference between the original text and what you have paraphrased. You
need to remember that the paraphrased sentence or paragraph has structural difference from the
original even the choice of words. However, the thought presented in the original text must not
be different from the paraphrased text.
5. Make citation. There are so many citation styles available to you. But, always refer back
to what is prescribed to you by the organization or institution you are writing. If they prescribe
you to use a particular citation style, then you need to follow that standard. For example, many
colleges and universities in the Philippines use American Psychological Association (APA) 6 th
edition citation style. On the other hand, in the Department of Education (DepEd), they use
DepEd Manual of Style and Chicago Manual of Style.
Let us paraphrase these:
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Original
The occurrence of verbal bullying was a typical scenario in middle school. This kind of abuse
was commonly committed by students towards their peers.
Paraphrase
Verbal bullying is common in high school. Students usually commit this towards their
classmates.
Another example
Original
The interview was directed to the five (5) novice teachers who were identified through criterion
sampling.
Paraphrase
Five new teachers are chosen to be participants through criterion sampling.
Activity 1. Read each statement carefully. Write T if the statement is True, F if otherwise. Write
1. To come up with a good paraphrased sentence, you need to be careful in reading for you
to grasp the meaning of the sentence you are going to paraphrase.
2. You don’t need to highlight or list the points or ideas presented in the text that you are
reading.
3. Rewriting is an additional work. You need to be contented with what you have
paraphrased even it is wrong.
4. You need to remember that the paraphrased sentence or paragraph has structural
difference from the original even the choice of words.
5. There are so many citation styles available to you. It is important to refer back to what is
prescribed by your organization or institution.
Activity 2. Read and paraphrase the following statements. Write your answers on your
notebook.
1. Her life spanned years of incredible change for women as they gained more rights than
ever before.
2. Giraffes like Acacia leaves and hay, and they can consume 75 pounds of food a day.
3. Any trip to Italy should include a visit to Tuscany to sample the region's exquisite wines.
4. Symptoms of influenza include fever and nasal congestion.
5. The price of a resort vacation typically includes meals, tips and equipment rentals, which
makes your trip more cost-effective.
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Practical Research
1
APA Citation
Week 5-6
Introduction
This module was designed and written with you in mind. It is here to help you master the
APA in-text and reference citation. The scope of this module permits it to be used in many
students. The lessons are arranged to follow the standard sequence of the course. But the order in
which you read them can be changed to correspond with the textbook you are now using.
Learning Objectives

• Lesson 1 – APA Citation: In-text and Reference Citation

1. cite related literature using standard style
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Lesson
APA Citation: In-text and
1 Reference Citation
In the previous lesson, you have learned about the types of plagiarism and how to
paraphrase. Now, you are ready to use in-text and reference citation style. American
Psychological Association (APA) referencing style is the most commonly used referencing style
in the field of education. It is also known as “author-date referencing”. However, this is not the
only referencing style available. There are Chicago manual of style (CMOS), Modern Language
Association Style (MLA) Modern Humanities Research Association (MHRA), American
Sociological Association (ASA), and the like. But in the meantime, your focus is on APA 6th
Edition Manual of Style.
Have you ever heard the APA? It is neither a yoga style nor a Filipino translation of cone.
Like Bok, you have mistakenly interpreted it as such. But anyway, the acronym stands for the
American Psychological Association citation style. I am sure you have heard this during your
junior high school years. This lesson will have an in-depth discussion on this citation style and in
the end, you will have the skill in using it in your research.
APA Citation Styles
There are two (2) things that you need to remember in using APA. First, it is used as an
in-text citation and second, it is used in reference citation.
The in-text citation is a reference citation that is made within the body of the text or essay
(Waikato Institute of Technology, 2010). The main question now is when are we going to use in-
text citation? Practically, we use in-text citations every time we quote, summarize, and
paraphrase statements, information, and ideas that came from others. It is a scholarly
acknowledgment through giving credit who stipulated the ideas and concepts.
In-text citation with single author used in the beginning
Fernandez (2020), stressed that proper citation has to be observed among novice researchers.
In-text citation with single author used at the end
Proper usage of citation styles promotes integrity among novice researchers (Fernandez, 2020).
How about if the writer wanted to indicate the title of the source? Of course, you can do it.
However, title has to be in quotation marks.
In-text citation with article title

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In Fernandez’s (2020) article, “Plagiarism: Writers’ Crime”, stressed that proper citation has to
be observed among novice researchers.
Another example:
In Fernandez’s (2020) book, “The Secrets of Plagiarism”, discussed on ways plagiarism can be
avoided.
In some cases, the title of book, articles, proceedings, journal articles and the like are italicized.
However, when you italicized the title, omit the quotation marks.
In-text citation without quotation
In Fernandez’s (2020) book, The Secrets of Plagiarism, discussed on ways plagiarism can be
avoided.
Can we use citation in the middle?
It is a common practice to see citation at the beginning or at the end of the referenced statement.
However, there are instances that citation appears in the middle of the cited statement.
In-text citation in the middle of the statement
Fernandez (2020) attested that citation can be used only at the beginning and end of the sentence,
whereas Munez (2020) claimed otherwise.
Another example:
Conduct of research enables novice researchers to deal on practical aspect of education

(Fernandez, 2020), as well as the theoretical foundations of different philosophies.
When do we use “et al.” in our citation? “Et al.” is a Latin term for “et alia” which means “and
others”. This is used when you have multiple authors. Multiple authorship is authorship
composed of six (6) or more authors. Thus, when you have less than six authors, you need to
write their surname. If you use in-text citation at the beginning, just connect their surname with a
comma and “and”. However, if it is at the end of the statement, you connect the authors’ surname
with the use of comma and ampersand.
In-text citation with three (3) authors (beginning)
Fernandez, Munez, and Valencia (2020), attested that citation can be used only at the beginning
and end of the statement.
In-text citation with three (3) authors (end)
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It was attested that citation can be used only at the beginning and end of the statement
(Fernandez, Munez, & Valencia, 2020).
In-text citation with six (6) or more authors
Fernandez et al. (2020), attested that citation can be used only at the beginning and end of the
statement.
In-text citation with six (6) authors (end)
(Fernandez, et al., 2020).
What if you have two or more authors with similar facts or information? In dealing with this
scenario, all of them are placed on the same parenthesis. However, they are separated with a
semicolon. Likewise, authors’ name has to be listed in alphabetical order.
Multiple entry with similar information
(Fernandez, 2020; Munez, 2019; Valencia & Montemayor, 2018).
What if the idea that you are going to cite was already cited by an author? In circumstance like
this, it can be done it two (2) ways.
In-text citation already cited by an author
Montemayor as cited in Fernandez (2020) that citation can be used only at the beginning and end
of the statement.
Another example:
Montemayor (2001) attested that citation can be used only at the beginning and end of the
statement (as cited in Pitt, 2020)
How about when you are going to cite a website article without authorship or organizational
author? If you are going to cite a website article without authorship, you need to use the webpage
title or few words of the title in the parentheses.
In-text citation using website article without author
“Man in need” (2020), eating healthy foods gives us more time for our love ones.
Another example:
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Eating healthy foods gives us more time for our love ones (“Man in need,” 2020).
How about page number, are we going to include it? Many of the in-text citations omit page
numbers. However, it is encouraged to declare even the page number.
Aside from it, this adds credibility to your sources if you are going to declare it.
In-text citation with page number
Fernandez (2020), eating healthy foods gives us more time for our love ones (p. 99).
In-text citation using paragraph number
According to Fernandez (2020), eating healthy foods gives us more time for our love ones (para.
99).
Another example:
It was highlighted that eating healthy foods gives us more time for our love ones (Fernandez,
2020, para. 99).
After learning how in-text citation is done, let us move on to reference citation. This
provides authority to your statements by providing your readers' access to those sources.
Likewise, it is an acknowledgment of the information you have brought out on your research. Of
course, in-text citations need to appear in the reference section of your paper.
Practically, it is the list of the sources you have cited throughout your paper. This will
provide your readers access to all the sources you have considered in your research. Because we
have used the APA 6th edition citation style in your in-text citation, we use also APA 6th edition
reference style in your reference entry. However, this only limited to the reference citations you
will be using on your study. These are reference citation on books, journals, online sources and
theses and dissertations in single authorship, multiple authorship, without author and date.
Reference Citation Style
1. Books
Fernandez, D. V. (2020). Quest for happiness. Fern Publishing Company Press.
If you can notice, the structure of this is the author’s name (surname, first letter of the name,
middle initial) then followed by a period. After that, the date of publication and then a period are
included. Next is the title of the book (remember that the whole title is italicized and the first
letter is capitalized). There is an exemption, all proper names are capitalized. After the title, write
the publishing company.
a. Single Author
Author Date of Publication Place of Publication
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Fernandez, D. V. (2020). Quest for happiness. New York: Fern Publishing Company
Press.
Title Publisher
When authorship reached to five (5), you are going to use “et al.” Thus, book with one to five
authorship takes the usual format.
b. Three authors
Fernandez, D. V., Munez, E. M., & Fernandez, Y. M. (2020). Quest for happiness.
New York: Fern Publishing Company Press.
Note:
Each author is joined with comma. Before the last author, there is a comma and ampersand.
c. Six or more authors
Fernandez, D. V., et al. (2020). Quest for happiness. New York: Fern Publishing
Company Press.
Note:
After the first author, the word et al. is attached. The Latin term means “et alia” which means
“and others”. Thus, it represents the other authors of the book.
2. Journal Articles
a. Single Author
Fernandez, D. V. (2020). Lived experiences of students engaged community

services. Journal for Young Filipino, 44(6), 88-95. doi:
10.13140/RG.2.2.34763.75047
If you notice, it is similar to the reference citation for book, however, what makes it
different is that it includes the journal publication (first letter of the word is capitalized) then
followed by volume, issue and page number and digital object identifier (doi). Remember two
(2) things. First is that journal publication is italicized and second if doi is not present, you can
just omit that part.
Fernandez, D. V. (2020). Lived experiences of students engaged community services.

Journal for Young Filipino, 44(6), 88-95. doi: 10.13140/RG.2.2.34763.75047
Journal Publication Issue Volume. Page number. Digital Object Identifier

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b. Three authors
Fernandez, D. V., Munez, E. M., & Fernandez, P. Y. M. (2020). Lived experiences of

students engaged community services. Journal for Young Filipino, 44(6), 88-95. doi:
10.13140/RG.2.2.34763.75047
c. Six or more authors
Fernandez, D. V, et al. (2020). Lived experiences of students engaged community

services. Journal for Young Filipino, 44(6), 88-95. doi:
10.13140/RG.2.2.34763.75047
3. Thesis and Dissertation
a. Thesis or Dissertation in Hardcopy
Fernandez, D. V. (2020). Development of reading comprehension through contextualized

graphic novel. (Unpublished master’s thesis). Bataan Peninsula State University,
Philippines.
This citation for thesis or dissertation follows the same format with books. It starts with the
author, date published, title of the thesis or dissertation. Take note that the title needs to be
italicized. Then, there is parenthesis, inside it is the description of what reference is being cited,
is it a master’s thesis or dissertation? Last part is the institution where it is made and the location
of the institution (commonly writers write the country).
b. Thesis or Dissertation from Repository

graphic novel. (Master’s thesis, Bataan Peninsula State University,
Philippines). Retrieved from http://hdl.thesismasters.net/109287/99
The format still follows similar with the hardcopy. However, the last part should indicate the
link of the thesis.
c. Thesis or Dissertation from Database
ProQuest is an example of online database for theses and dissertation.

graphic novel. (Master’s thesis). Available from ProQuest Dissertations & Theses Global
database. (UMI No. 3371229)
Note:
UMI is the name of publishing company that stands for University Microfilm International. The
services it offers is storage of theses and dissertations.
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4. Online Sources
These are articles from credible website.
Fernandez, D. V. (2020). Reading comprehension and graphic novel. Retrieved from

https://www.easybib.com/reference/guide/apa/website
Notice that on the last part of the entry, it includes the link where the article was
retrieved. Remember not to put period (.) at the end of the entry. Remember, when you make a
reference list, it should be arranged in alphabetical order using the first letter of the surname.
Activity 1. Examine carefully the APA in-text and reference citations. Write C if it is correct, W
if otherwise. Write your answers on your notebook.
1. (Brandon, 2014)
2. Brandon, K. J. (2014). Principals’ decision making in discipline policy implementation:
The Lutheran schools’ perspective (Eastern Michigan
University). Retrieved from
http://ezproxy.libraries.wright.edu/login?url=http://search.ebscohost.com/ login.aspx?
direct=true&db=psyh&AN=2014-99050-132&site=ehostlive&scope=cite
3. (Holmes, Tracy, Painter, and Oestreich, 2015)
4. Holmes, M., Tracy, E. M., Painter, L. L., & Oestreich, T. (2015). Moving from
flipcharts to the flipped classroom: Using technology driven teaching methods to
promote active learning in foundation and advanced masters social work courses.
Clinical Social Work Journal. https://doi.org/10.1007/s10615-0150521-x
5. (Kio, 2013)
6. (Taguchi and Sykes, 2014)
7. Taguchi, N., & Sykes, J. M. (2014). Technology in interlanguage pragmatic research and
teaching. Philadelphia: John Benjamins Publishing Company.
8. (Bacharo, 2015)
9. Kio, A. M. (2013). The journey begins: A narrative inquiry into the mentorship and
support of novice principals (Colorado State University; Vol. 44). Retrieved from
https://mountainscholar.org/bitstream/handle/10217/79040/Donnalley_c
olostate_0053N_11629.pdf?sequence=1
10. Bacharo, U. V. (2015). Job satisfaction and teaching performance of college faculty.
Central Mindanao College, Bukidnon, Philippines.
Activity 2. Examine and write the correct APA 6 th edition format of the reference and in-text
citations. Write your answers on your notebook.
1. (Kudyba and Kwatinetz, 2012)

_______________________________________________________________________
2. (2013 Nagel,)
_______________________________________________________________________
3. Kudyba, S., & Kwatinetz, M. (2012). Introduction to the big data era. Boca Raton: Taylor
& Francis Group.
_______________________________________________________________________
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4. Ambrose, R., & Molina, M. (2014). Spanish/ English bilingual students’ comprehension
of arithmetic story problem texts. International Journal of
Science and Mathematics Education, 12(6), 1469–1496.
https://doi.org/10.1007/s10763-013-9472-2
_______________________________________________________________________
5. (Standing, Standing, Love, and Gengatharen, 2017)
_______________________________________________________________________
Practical Research
1
Literature Review
53 | P a g e
Week 5-6
Introduction
This module was designed and written with you in mind. It is here to help you master
literature review. The scope of this module permits it to be used in many different learning
situations. The language used recognizes the diverse vocabulary level of students. The lessons
are arranged to follow the standard sequence of the course. But the order in which you read them
can be changed to correspond with the textbook you are now using.
Learning Objectives

• Lesson 1 – Presenting Literature Review
• Lesson 2 – Ways of Organizing Literature Review

1. synthesize information from relevant literature;
2. write coherent review of literature
Lesson
1 Literature Review
Now we are going to deal with the guidelines on how to make literature review.
According to Morgan-Rallis (2018), there are guidelines that researchers need to ponder in
crafting their literature review.
1. Identify your variables. This is to determine what are your variables in your research. In short,
you should know your topic (Minch, 2018). For example, your research title is like this:
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Example
Lived experiences of PWD Students Engaged Community Services in a Rural Area

What are your variables here? Or simply, what is your topic all about? If you will be labeling it,
you will come up with this result.
a) PWD students
b) PWD students and community services
c) PWD students in a rural area
d) PWD engaged in community services
So, you can search for literatures: journal articles, published articles from credible websites,
magazines, newspapers related to the following. The question is how many literatures are you
going to search and what is the time frame? Some schools require ten (10) to twenty (20)
literatures conducted within five (5) years. Some just acknowledge ten (10) from credible and
scientific sources. Nonetheless, because the research you are conducting is a novice research
with the aim just for research appreciation, ten (10) literatures from scientific sources are
enough.
2. Use online or library sources. Literature review requires reading. If there is a

nearby school or public libraries, you can go there to read their books related to your
study. However, if there is none, internet is the best way to do it. It is just one click away.
Here are some websites that can help you search for any related literature.
www.googlescholar.com www.researchgate.com elsevier.com
proquest.com eric.ed.gov. springer.com
3. Analyzing the literature. On this part of literature review, you need to analyze
what you have read. It requires you to evaluate the findings of the research. You just need
to identify what the literature has to say on the variable that you have considered.
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4. Summarizing what you read by highlighting important things. On this part, you
need to summarize the literature you read. There are many ways of summarizing it.
However, you can consider my way of summarizing literature through tables.
Title Author Year Type Publication Findings Conclusion

Indicate List the Put the year Indicate Indicate the Write the Write the
the title author it was whether it name findings if conclusion if it
of the or published or is a book, publisher if it is a is a
research authors finished if it journal it is a book, study or study or
you have of the is article, website if it important implication if it
read study or claim if it is an article
article unpublished online is an online
is an
sources, source, article
thesis or name of the
dissertation journal, or
the
institution it
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was made
Activity 1. Provide information on the table. Use the research abstract below as your source.
Write your answers on your notebook.
Title Author Year Type Publication Findings Conclusion
NEMO DAT QUOD NON HABET! The Lived Experience of Senior High School Teachers
Teaching Practical Research Subjects
Leonilo B. Capulso, MAED, MRS Arnel T. Sicat, Ph.D. 2017 e-Proceeding of the Social Sciences
Research
Abstract
The fourth industrial revolution in education and the K to 12 curriculum require teachers
to be facilitators of learning in developing and enhancing students competencies centered on
collaboration, communication, creativity and critical thinking skills. However, teacher’s lack of
expertise in teaching research subjects led the researcher to conduct this phenomenological study
which explored on the lived experiences of SHS teachers teaching practical research subjects.
Using face-to-face interview, four themes were identified as challenges encountered by the
teachers, namely: students’ low aptitude on the subject, low morale or lack of motivation,
scarcity of teaching resources and teachers’ lack of expertise in the subject matter. As a coping
mechanism, the following themes were identified: mentoring from peers/colleagues, time
management, resourcefulness and professional development. Using Collaizzi’s data analysis, the
researcher recommended the need of course rationalization or alignment, need for more
mentoring, modeling and research enhancement.
Lesson Ways of Organizing

2 Literature Review
In the previous lesson, you have learned the dynamics of collecting literatures from
different sources by means of tabular form. You are reminded to get literatures that correspond to
your research variables. You have filled up different information of the literature you have
gathered by means of authorship, year it was published, type of literature, publication, findings
and conclusion. I know you resulted to gathered many literatures, maybe ten (10), fifteen (15) or
even twenty (20) literatures from different scientific sources. Now, we are going to organize
what you have gathered.
I know by this time you have searched many literatures from the library or from the
internet. Have you used the different internet platform in searching literature? Have you tried
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Google Scholar, Eric, Springer, ResearchGate, Elsevier, or Proquest? There are bunch of
literatures waiting for you there. Maybe you are like Bok now that even in his dreams he can see
the studies around waiting for you to read. Well, I think you find it hard to organize them all. Do
not worry, this lesson is for you. You will not be dreaming of those again because this lesson will
allow you to arrange them properly.
In this lesson you will organize your literature review. This method will help you to
arrange your gathered literature.
Three (3) Ways of Organizing Literature
1. Categorize by variables. Ten (10) or more literatures that are comprised of books, journals,
theses or dissertations, or online publication are hard to organize. In organizing them, you
need to stick on the variables you have considered and they will be bases of your searching.
On this manner, you can segregate them according to what they are discussing.
Let us consider this example:
Lived experience of the grade 11 working students during COVID 19 pandemic
On this research you resulted to these variables:
Grade 11 Education During
Life During COVID 19 Effects of COVID
Working COVID 19
Pandemic 19 Pandemic
Students Pandemic
As a result, you have searched on these studies:
a. Adolescents’ Prosocial Experiences During the COVID-19 Pandemic:

Associations with Mental Health and Community Attachments
b. Knowledge, Attitudes, Anxiety, and Coping Strategies of Students during
COVID-19 Pandemic
i. Supporting the continuation of teaching and learning during the
COVID-19 Pandemic.
ii. Effects of COVID 19 pandemic in daily life
If you will categorize them by variables, you will have this:
Life During Education During
Grade 11 Working Effects of COVID 19
COVID 19 COVID 19
Students Pandemic
Pandemic Pandemic
Adolescents’ Prosocial Knowledge,
Supporting the
Experiences During the Attitudes, Anxiety,
continuation of
COVID-19 Pandemic: and Coping
Effects of COVID 19 teaching and
Associations with Strategies of
pandemic in daily life learning during the
Mental Health and Students during
COVID-19
Community COVID-19
pandemic
Attachments Pandemic
2. Arrange by importance. After categorizing your literatures by variables, you need to

arrange them by importance. The question is how can we arrange them by importance?
Though arranging them will be subjected because you will decide and choose what literature
is more important than others, you need to be guided by some criteria.
Criteria in arranging literature
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a. Relevance. On this criterion, you need to answer the question: Is this literature directly
connected to the present study? In what manner? By means of this, you can have a
concrete reason why you considered a certain literature as more important than the others.
b. Quality. On this criterion, you need to answer the question: Is this literature scientific? Is
it peer reviewed by experts? Well, you can answer it through looking at where it was
published. If it came from renowned publishing company, educational institution or
established websites, then it assumed that it is in good quality.
c. Assumption. On this criterion, you need to answer the question: Is this literature
affirmative or a negation of my study? If the literature you searched is an affirmation of
your study, better place it in the beginning of your literature review. However, if it is a
negation, better place it at the last part.
3. Connecting literatures. After arranging the literatures that you searched, now it is time for
you to connect them because these are already categorized and arranged. Literatures that
discuss on the same topic and same assumption need to be connected drawing similarities
from each other and to the present study. However, the literature stressing an opposite
finding should be differentiated with the other literatures.
Activity 1. Organize the following research titles based on the ways of organizing literature
review. Remember that you are working on the lived experiences of the junior high school
students from a marginalized family during COVID 19 pandemic. Use letters A to J. Write your
answers on your notebook.
1. The Impact of COVID-19 on Junior Students’ Education: Implementing Extreme
Pandemic Response Measures
2. Junior High School Students in MICU During COVID-19 Pandemic
3. Psychological Effects of the COVID-19 to Junior High School Students Under
Community Lockdown
4. Psychotic Experiences in High School Student Population During the COVID19
Pandemic
5. Complex Emergencies of COVID-19: Experience of Junior High School Students
in Zhuhai, China
6. Innovation Born in Isolation on Remote Learning Experience of Junior High School
Students During the COVID-19 Pandemic
7. Reducing Social Isolation of Junior High School Students During COVID-19 Pandemic
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8. Academic Anxiety of Junior High School Students During COVID 19 Pandemic
9. Impact of COVID-19 on an Academic Performance of High School Students
10. Creation of an Interactive Virtual Education During the COVID-19 Pandemic
Activity 2. Search for five (5) related literature that are relevant to your study. From those
literature, compose an eight (8) to ten (10) sentence literature review. Write your composition on
your notebook.
Rubrics on how to write your Literature Review
Criteria 5 4 3 2 1
Searched for Searched for Searched for 3 Searched for 2 Searched

Sources
5 sources 4 sources sources sources for 1 source
Presentation Presentation of Presentatio

Presentatio Presentation of
of ideas is ideas is n of ideas is
Organization n of ideas is ideas is not so
very coherent. somehow not coherent.
coherent. coherent.
coherent.
The essay The essay
The essay The essay has The essay has
does not has more
has 1 to 3 4 to 5 6 to 7
Grammar have any than 8
error. errors.
Practical Research
1
Literature Review: Elements and Ethics
Week 7-8
Introduction
This module was designed and written with you in mind. It is here to help you master
60 | P a g e
elements and ethics of literature review. The scope of this module permits it to be used in many
Learning Objectives
• Lesson 1 – Elements of Good Literature Review

• Lesson 2 – Ethics in Literature Review

1. follow ethical standards in writing related literature;
2. present written review of literature
Lesson Elements of Good Literature

1 Review
In the previous lesson, you were able to write your literature review. Good job! However,
there are still some reminders that you need to ponder as you hone your skill in writing
literature. These are just recommendations that you need to think about as you polish what you
have written. Do not worry, your literature is good enough, but you still need to consider these
pointers in achieving good literature review.
What makes a good literature review?
There are many ways of coming up with a good literature review. Hence, every writer has their
own style on how they can create a good literature review (Thomas et al., 2015). Here are some
suggestions that you may use in polishing your work. These are the five (5) elements of good
literature review:
1. Literature review is intensive. The main purpose of literature review is to provide
background of your research (Ramdhani, Ramdhani, & Amin, 2014). It has to be
61 | P a g e
intensive wherein all relevant discussion must be included to clearly understand the
parameter and bases of your study. Likewise, this provides an explicit background of
what you are writing. Thus, a good literature review is concentrated, wherein all aspects
of it are focused, explored, and identified.
2. Literature review is concise. Literature review does not represent the entire claim of the
research being reviewed. It is just a part of your research that provides information
about the variables that you are exploring that were already explored by other
researchers on their studies. Therefore, a short discussion of their processes, findings,
and implication is more than enough to establish the concepts being dealt on your
research (Wee & Banister, 2015). One reviewed literature has to be comprised of one
(1) paragraph with six (6) to ten (10) sentences. However, you can exceed depending on
the information and its relevance to your research.
3. Literature review is logical. Literature review has to be logical, analytical and rational.
It is accomplished through deductive or inductive presentation. Deductive presentation
may begin with most important to lesser important. On the other hand, inductive
presentation may begin with local going to global. Nonetheless, each sentence has to be
in harmony with each other.
4. Literature review is complete. Saturation of the studies related to you research has to be
practiced. It should not be based on the quota of literature you need to cite but on the
relationship of previous researches to your research. But of course, it is impossible to
exhaust all literature in the world related to your work. It is up to you to decide whether
the literature considered clarified all the inquiries related to your research or not. Thus,
all important parts are present (Reijers et al., 2018).
5. Literature review is recent. The literature to be used have to be conducted within ten
(10) years for it to be called recent. However, there are institutions that are requiring
literature to be only within five (5) years. Though these time frames differ from each
other, their suggested time has to be recent. The more recent it will be, the better. The
wisdom behind this idea is that every day we discover new things. There is a great
possibility that the information on a certain topic may possibly change.
Activity 1. Read the statements carefully. Write T if the statement is true, F if otherwise. Write
1. Literature review needs to be systematic.
2. In making related literature of your research, presentation of information needs to be
short with plenty of errors.
3. In choosing related literature and studies, it has to be unrelated to the research.
4. Literature review contains literature and studies that are obsolete and proven not
relevant anymore.
5. Presentation of literature review can be in deductive or inductive manner depending on
point of view of the researcher.
Activity 2. In four (4) to five (5) sentences, make a short literature review about students’
academic stress using the five (5) sources in the box. Write your composition on your notebook.
1. According to Dusselier et al. as cited in Young (2017), students’ source of stress is
academics.
2. Stress is part of students’ life (Kan, Altaf, & Kausar, 2013).
3. Cimanes and Guevarra (2017) stressed that students are facing stress because of their
busy life.
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4. According to Alzayyat, and Al‐ Gamal, as cited in Caraig, Masangcay, Villanueva, and
Manibo (2020), stress originates from an excess of homework.
5. Jain and Singhai (2017) added that family adds to students’ stress.
Rubrics on how your composition will be graded

Criteria 5 4 3 2 1
The The
The The
composition composition is
is highly is fairly The
is organized moderately
organized organized composition
Organization having 1 idea organized
wherein having 3 is not
that is not having 2 ideas
ideas are ideas not organized
related to the not related to
related to the related to the
topic. the topic.
topic. topic.
The The
The The The
composition composition has composition
does not has more
Grammar has 1 to 3 4 to 5 has 6 to 7
have any than 8
error. errors.
Committed 4
Citation Committed 1 Committed 3
Committed 2 or more
format is wrong wrong
Formatting wrong citation wrong
religiously citation citation
format. citation
followed. format. format.
format.
Lesson
2 Ethics in Literature Review
You commonly hear ethics as an action that is prescribed by the society. If you think that
ethics is exclusively for action following norms, then, this is just a particle of the huge concern
of ethics. It is because even in literature review, there is an ethics that you need to follow. Do
not worry, you will not be imprisoned if you become “unethical”, however, your integrity as a
novice researcher is on wage. Better to follow the standards procedures in conducting literature
review because a research that is ethically accomplished is a research that is dignified and with
integrity.
Ethics
Ethics etymologically came from the Greek word ethos which means right action. In any
society, standard action is ought to be followed. For example, if you go out, you need to wear
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facemask. If you will buy goods, you need to fall in queue. Aside from that, we respect elders,
those in authority, and people around us. In literature review, we also follow ethics. But this
ethics is not expressed through concrete action like bowing our heads, using “po” and “opo”, or
being generous to others. This is manifested to the way we write our literature review. Hence,
these are five (5) ethical ways on writing our literature review that we need to follow.
1. Observe proper citation. In writing academic text like research, you ought to observe
proper citation. This is from proper paraphrasing to correct citation entry in different
citations. Observance of this is one way of acknowledging their contribution, as well as
your professionalism. As a novice researcher, you need to master different kinds of
citation styles depending on what your institution is requiring you.
2. Keep the original thoughts. There are many times that we lose the original thoughts of
the text that we are paraphrasing. It is unethical if we will just cite writing wherein the
original essence of the sentence is different from what we have interpreted it or written
down. We need to be abreast with proper skills in paraphrasing and interpreting others’
work.
3. Avoid biases. As a novice researcher, it is important that you eliminate personal interest
or biases on your studies (Fleming & Zegwaard, 2018). You should be fair, not one
sided. This is not just demeaning your literature but also destroying the integrity of
research as vessel of new knowledge. Therefore, any form of biases has to be
eliminated.
4. Be scientific. Becoming scientific is to have strong basis on reviewing literature. One
has to state only what is written and provided evidence alone not on personal and
intuitive deductions of interpretation.
5. Embrace positivism. Research is always geared towards positivity. Thus, the literature
review has to be in line with positivism (Polonski, 2004). Though not all reviewed
literature is an affirmation of your research, negation of it on the other hand provides
clearer picture of implication.
Activity 1. Read the following statements carefully. Write T if the statement is True, F if
otherwise. Write your answers on your notebook.
1. Observance of proper citation is writing everything that you see in others’ work.
2. Paraphrasing is only applicable to your original ideas.
3. Ethics in literature review is doing what you think is right.
4. Research review is always geared towards positivism.
5. Evidence is only a secondary factor in research that is why citation is just an additional
work.
Activity 2. Search five (5) related studies that are relevant to your research. From those
literature, compose an eight (8) to ten (10) literature review. Write your composition on your
notebook.
Rubrics on how your composition will be graded
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Criteria 5 4 3 2 1
Searched for Searched for Searched for Searched for 2 Searched for
Sources
5 sources 4 sources 3 sources sources 1 source
Presentation Presentation
Presentation Presentation of Presentation
of ideas is of ideas is
Organization of ideas is ideas is not so of ideas is not
very somehow
coherent. coherent. coherent.
coherent. coherent.
The essay The essay has
The essay has The essay has The essay has
does not more than 8
1 to 3 4 to 5 6 to 7
Grammar have any grammatical
grammatical errors.
error.
References
Cristobal, Amadeo P., and Cristobal, Maura D. Practical Research 1 for Senior High School.
Quezon City: C&E Publishing, Inc., 2017.
De Guzman, Allan B., et al. “This Too Shall Pass: A Grounded Theory Study of Filipino
Cancer Survivorship.” Last modified October 11, 2012. Accessed June 23, 2020.
https://journals.sagepub.com/doi/abs/10.1177/0898010112462066
Lacdo-O, Floresa L., et al. “The ‘Need to Transcend’: A Phenomenological Study on the
Lived Experiences of Millennial Teachers.” Last modified September 2018. Accessed June 23,
2020. http://www.ijsre.com/assets/vol.%2C-11(3)-lacdo o-et-al.pdf
Morales, Rome D., and Delariarte, Gabriel C. “The Educated Citizen: Cultural and
Gender Capital in the Schooling of Aetas’ Children in the Municipality of Janiuay.” Last
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modified March 2014. Accessed June 23, 2020.
http://apjeas.apjmr.com/wp-content/uploads/2014/04/APJEAS-2014-1- 002.pdf
Perez, Martin Julius V., and Templanza, Mariel R. “Local Studies Centers: Transforming
History, Culture and Heritage in the Philippines.” Last modified May 31, 2012. Accessed June
23, 2020. https://www.ifla.org/past wlic/2012/180-perez-en.pdf
Remorosa, Roxan R. “President Rodrigo Roa Duterte’s Political Speeches: A Critical

Discourse Analysis.” Last modified August 10, 2018. Accessed June 23, 2020.
http://www.iosrjournals.org/iosr-jhss/papers/Vol.%2023%20Issue8/Version-2/I2308027287.pdf
Sacred Heart University Library. “Organizing Academic Research Papers: Choosing a

Title.” Accessed June 23, 2020. https://library.sacredheart.edu/c.php?
g=29803&p=185911#:~:text=Definition,purpose%20of%20your%20research%20paper.
Sacred Heart University Library. “Organizing Academic Research Papers: The Research
Problem/Question.” Accessed June 23, 2020. https://library.sacredheart.edu/c.php?
g=29803&p=185918
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Practical Research

1. provide the justifications/reasons for conducting research

Rationale of the Study

Is there a need to conduct a study about your chosen research topic?

The rationale of the study must contain the following components:

2. Relevance to Local/Global Context

3. Critical Background/Contextual Information

Here are some questions to be considered in presenting justifications:

Education during COVID-19 Era: Are Learners in a Less-Economically

The Coronavirus-2019 (COVID-19) pandemic remains a compelling issue destabilizing

Research Topic: ________________________________________________________________

Why is your research important?

How does it relate to local or global context?

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

Similar to a house which requires appropriate tools in order to be repaired, a research

Statement of the Problem

Writing the Problem Statement in a Qualitative Research

3. The general problem should identify the participants of the study.

An example of a general problem is presented below.

to determine - main task

1. main task : _________________________

Specific question no. 1: _______________________________________________________

Scoring system Description

4 points Three questions are in parallel with the general problem.

2 points Only one question is in parallel with the general problem.

1 point No question is in parallel with the general problem.

• Lesson 1 – Content of Scope and Delimitation

Scope and delimitation is an informative part of your research. It is informative because it is to

Consider these examples:

a. Schools operating in Bataan (Private and Public)

Consider these examples:

According to Creswell (2013), it was an approach directed to the

similarities of the lived experiences among a particular group. The main

to come up with an explanation of the nature of a particular

it into epistemic inquiry. Likewise, this was geared toward a broader

depth examination of the lived experiences of novice teachers as it 4

Writing scope and delimitation

The 2nd figure answers the 1st figure

Consider the 3rd figure

Now, look at the 4 figure. Th

th figure answers the 5 th

*identity of participants *Facebook Video Conferencing

*secrecy of answer *thematic network analysis

*interview guide *individualized interview

Rubrics on how you write your Scope and Delimitation

Rubrics on how you write your Scope and Delimitation

A Study of Millennial Students and their Reactive Behavior Patterns in the

Proposed Study/Research Title:

Beneficiaries and Benefits to them (provide at least three)

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

Other previous researches related to the study currently conducted by a

Purposes of Reviewing a Literature

Selecting the Literature for a Study

1. Can this literature help me clearly present the delimitation of my study?

When the researcher is about to engage himself/herself in doing literature review,

o Elementary reading. This type of reading pertains to word-recognition type of

Example of literature review presented through synthesis matrix:

Example of literature review presented in a research manuscript entitled, Emojiology: A

The widespread use of emojis as a form of supplement in messages across computer

The module is divided into two lessons, namely:

identity of participants Facebook Video Conferencing

secrecy of answer thematic network analysis

interview guide individualized interview