Division of City Schools

MASBATE NATIONAL COMPREHENSIVE HIGH SCHOOL

Masbate City

Practical Research 1
LEARNING MODULE

UNIT IV – LEARNING FROM OTHERS AND

REVIEWING THE LITERATURE
Module 11 to Module 14

1st Quarter
 Introduction
Good day, learners! This is a Self-Learning Module in Practical Research 1 made by your teacher. This module
is made with you in mind, to be able to tap into your potential in independent learning.

The following are some reminders in using the modules:

1. Use the module with care. Do not put unnecessary mark/s on any part of the module. Use a separate
sheet of paper in answering the exercises.
2. Make sure you accomplish all the activities in the module. Always begin with Preliminary Activity
before looking into other contents of the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers. Remember that this is to
measure what you have learned, not what you have complied.
5. Finish the task at hand before proceeding to the next.
6. The time indicated in each module includes the Preliminary Activity, the activities on the module, and
Evaluation. But it doesn’t include the Extension part, since this serves as the student’s assignment.
7. Return this module to your teacher once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not hesitate to consult your teacher.
Always bear in mind that you are not alone.

I hope that through this material, you will experience meaningful learning and gain deep understanding of the
relevant competencies. You can do it!
 MODULE RELATED LITERATURE

11 Week 6 – 60 minutes

You sometimes hear other persons saying that experience is the best teacher, but not everything
that you learned came from your own experience. There are times that you have to learn from other
persons like your parents, teachers or peers. Unto a certain extent, you consult experts and books to help
you deal with the curiosity you had.

In the same manner, not every idea that you put in your research paper came from your own.
Research requires you to seek for the idea of other persons.

In this module, you will learn to perform the second step in the research process: gathering
information relating to the research problem.

OBJECTIVE
At the end of this module, the learner selects relevant literature.

Preliminary Activity

RELATE KAYO?
Select the subject in the choices which has the greatest relevance to the given topic.

1. Properties of light a. Biology b. Chemistry c. Physics

2. Cleaning products a. Biology b. Chemistry c. Physics

3. Circulatory disorders a. Biology b. Chemistry c. Physics

4. Korean culture a. Philosophy b. Anthropology c. Archaeology

5. Hierarchy of needs a. Psychology b. Sociology c. Philosophy

6. Stages of Cognitive a. Law b. Economy c. Education

Development
7. Attributes of God a. Anthropology b. Philosophy c. Theology

8. Law of Sines a. Calculus b. Geometry c. Trigonometry

How is this activity related to research?

___________________________________________________________________________
___________________________________________________________________________
WHAT IS RELATED LITERATURE?
In research, learning from others usually comes in a form of reading printed materials such as books,
encyclopedias, magazines, professional journals, and even other research papers. Due to access to modern
technology, electronic materials like websites can be added as sources of needed information. The collection
of relevant reading materials, printed or electronic, comprises the related literature. Related literature is
composed of discussion of facts and principles to which the present study is related. The materials are
reviewed and synthesized to formulate the overview of explored sources known as review of related
literature (RRL).

One author described the purpose of the review of related literature as follows:

1. To obtain background knowledge of your research

2. To relate your study to the current condition or situation of the world
3. To show the capacity of your research work to introduce new knowledge
4. To expand, prove, or disprove the findings of previous research studies
5. To increase the understanding of the underlying theories, principles, or concepts of your research
6. To explain technical terms involved in your research study
7. To highlight the significance of your work with the kind of evidence it gathered to support the
conclusion of your research
8. To avoid repeating previous research studies
9. To recommend the necessity of further research on a certain topic

The literature reviews provide an overview and synthesis of pertinent sources you have explored.
There are several styles that can be utilized in writing the literature review:

1. Argumentative review. This form examines the literature selectively in order to support or refute an
argument, deeply imbedded assumption, or philosophical problem already established in the literature.
The purpose is to develop a body of literature that establishes opposite perspective.

2. Integrative review. This is considered a form of research that reviews, critiques, and synthesizes
representative literature on a topic in an integrative way such that new frameworks and perspectives
on the topic are generated.

3. Historical review. The purpose is to systematically examine past events to give an account of what has
happened in the past. Historical literature reviews focus on examining research throughout a period of
time, often starting with the first time an issue, concept, theory, phenomena emerged in the literature,
then tracing its evolution within the scholarship of a discipline.

4. Methodological review. A review does not always focus on what someone said (findings), but how they
came about saying what they say (method of analysis). Reviewing methods of analysis provides a
framework of understanding at different levels (i.e. those of theory, substantive fields, research
approaches, and data collection and analysis techniques), how researchers draw upon a wide variety of
knowledge ranging from the conceptual level to practical documents for use in fieldwork in the areas of
ontological and epistemological consideration, quantitative and qualitative integration, sampling,
interviewing, data collection, and data analysis.

5. Systematic review. The purpose of a systematic review is to attain conclusion regarding the chosen
topic. This form consists of an overview of existing evidence pertinent to a clearly formulated research
question, which uses specified and standardized methods to identify and critically appraise relevant
research, and to collect, report, and analyze data from the studies that are included in the review.

6. Theoretical review. The purpose of this form is to examine the body of theory that has accumulated in
regard to an issue, concept, theory, or phenomena. This form helps to establish what theories already
exist, the relationships between them, to what degree the existing theories have been investigated, and
to develop new hypotheses to be tested.
WHAT ARE THE STEPS IN REVIEW OF RELATED LITERATURE?

Stage 1: Stage 2: Stage 3:

Search for the literature Reading the source material Writing the review

WHAT ARE THE CHARACTERISTICS OF THE SOURCE MATERIAL?

In this module, you will begin with searching for the literature sources that are needed for the
review of related literature. Typically, there are three types of sources:

1. General references, which directs the researcher to other sources

2. Primary source, which directly reports or presents a person’s own experiences
3. Secondary source, which reports or describes other people’s experiences or worldviews

Materials used in RRL must be:

1. As recent as possible. You must not take any literature that possibly contains outdated information. It is
recommended that the materials are published about five to ten years back.
2. Objective and unbiased. Avoid literature that are obviously one-sided and opinionated.
3. Relevant to the study. The literature must be able to give information that would explain or support
your topic. It would be better if the sources would address your research questions.
4. Based upon original and true facts.
5. Not too few but not too many. For starters, you must be able to look for at least 5 different references.

Activity #1

LOOK FOR REFERENCES (Part 1)

One of the ways to choose for the literature for your study is to look for key words in your
topic. This is to ensure that the sources will have a bearing on the topic.
List at least five key words or phrases coming from your own research title, then on each
term write the possible source material that you can use as reference for your study. You
may browse from the Internet or use printed materials. Follow the example shown below.
Topic: Reasons for College Students in Transferring to Other Schools
#1 Term – Reasons for transferring Source: Internet website
Author: Laskily, Jones
Date: July 8, 2019
Title: Reasons Why Students Transfer
URL: https://collegetransfer.net

#2 Term – College Students Source: Book

Author: Winstorm, Jackie E.
Date: March 21, 2016
Title: Learners in Tertiary Education
Publisher: TXN Publishing Company
Edition: none Vol.: none Page: 34 - 79
 Activity #2

LOOK FOR REFERENCES (Part 2)

Suppose that you are going to conduct a study entitled: Depression Among Senior High
School Students: Its Factors, Outcomes and Intervention. Search at least three sources for the
literature review. Then indicate the information from those sources that you deem
important or related to the topic.
Follow the format below:
Topic: Depression Among Senior High School Students: Its Factors, Outcomes and Intervention
Source Information
Source Type:
Author:
Date:
Title:
URL: (if from Internet website)
Publisher: (if from books or other printed material)
Edition: Vol.: Page:
Source Type:
Author:
Date:
Title:
URL: (if from Internet website)
Publisher: (if from books or other printed material)
Edition: Vol.: Page:
Source Type:
Author:
Date:
Title:
URL: (if from Internet website)
Publisher: (if from books or other printed material)
Edition: Vol.: Page:
 EVALUATION

Using your own research topic, search at least five sources for the literature review, then write
down the information from those sources that you deem important or related to your study.

Topic:

Key Term or Source Information

Phrase
Source Type:
Author:
Date:
Title:
URL: (if from Internet website)
Publisher: (if from books or other printed material)
Edition: Vol.: Page:
Source Type:
Author:
Date:
Title:
URL: (if from Internet website)
Publisher: (if from books or other printed material)
Edition: Vol.: Page:
Source Type:
Author:
Date:
Title:
URL: (if from Internet website)
Publisher: (if from books or other printed material)
Edition: Vol.: Page:
Source Type:
Author:
Date:
Title:
URL: (if from Internet website)
Publisher: (if from books or other printed material)
Edition: Vol.: Page:
Source Type:
Author:
Date:
Title:
URL: (if from Internet website)
Publisher: (if from books or other printed material)
Edition: Vol.: Page:

Criteria for Evaluation (each source):

Criteria Description Points

Relevance The source gives information that is relevant to the topic. 2
Completeness of
The row is accomplished completely. 2
Table
Objectivity The source is objective and unbiased. 2
Recentness The source is dated about 5 to 10 years back. 2
Completeness of The source provides a complete information on a particular
2
Information concept/principle.
 EXTENSION

Make a reflection by answering the following questions:

1. What are the skills that a researcher must have in searching for the literature?
2. Is writing all source materials necessary in the research process? Why?
3. With the advent of computers, will searching for the literature be easier or harder? Why?

References
Practical Research 1 by Baraceros, pp. 55 – 72

Practical Research 2 by Faltado, et al., pp. 28 – 46

https://libguides.usc.edu/writingguide/literaturereview
 MODULE IN-TEXT CITATION
12 Week 6 – 60 minutes

Everybody has experienced cheating or have seen someone cheating at least once in their lives as a
student. When the homework is difficult, and you happen to have a smart classmate nearby, it’s really
tempting to copy his answers. But how does it feel when a student poured his time and energy in completing
his original work, but was copied by another student effortlessly?

In the previous module, we pointed out that in accomplishing a research, you need to get ideas from
other persons or authors. However, it doesn’t mean that you simply copy their ideas to make it your own. In
this module, you will be able to demonstrate how to deal with information from other sources so that you
will not be guilty of copying other’s original work.

OBJECTIVE
At the end of this module, the learner cites related literature using standard style.

Preliminary Activity

WHO SAID THAT?

Identify the person or author who quoted the following quotes. Write your answer on the
column on the right.

“Well done is better than well said.”

“I think, therefore I am.”
“To be, or not to be, that is the question.”
“Float like a butterfly, sting like a bee.”
“The unexamined life is not worth living.”

Is knowing who said those quotes significant to us? Why?

_____________________
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How is this activity related to research?

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WHAT IS CITATION?
In research, there are three ways that a researcher can express his/her appreciation or recognition
of people’s ownership or borrowed ideas:

1. Acknowledgement. This is the beginning portion of the work that identifies individuals who have
contributed something for the production or completion of the research paper.
2. References or Bibliography. This is a complete list of all reading materials, including books, journals,
periodicals, etc. from where the borrowed materials came from. (This will be discussed in full detail
on the latter units.)
3. Citation (or in-text citation). These are references within the main body of the text, especially in
RRL. This is what we will be dealing with in this module.

Citations are your way of telling the readers that a certain information came from a certain piece of
other’s work. One author enumerates the purpose of citations:

- To give importance and respect to other people for what they know about the field
- To give authority, validity, and credibility to other people’s claims, conclusions and arguments
- To prove your broad and extensive reading of authentic and relevant materials about your topic
- To help the readers find or contact the sources of ideas easily
- To permit readers to check the accuracy of your work
- To save yourself from plagiarism

WHAT ARE THE DIFFERENT STYLES OF CITATION?

There are several formats that you can utilize in writing entries with citation, but in this module, we
will discuss two of them: APA and MLA.

APA (American Psychological Association). The APA style is known as author-date style, and is most
commonly used in fields of education and social science. This style requires the last name of the author and
the year of the source’s publication as the components.

MLA (Modern Language Association). The MLA is known as humanities style, simply because it is
recommended in fields of humanities. It requires the last name of the author and the page number as the
components.

Examples:

Books APA Citation (7th Edition) MLA Citation (8th Edition)

One author (Sanchez, 2016) (Sanchez 23)
Two authors (Bautista & Santos, 2010) (Bautista and Santos 46-50)
Three or more authors (Silas et al., 2008) (Silas et al. 9)

Take note that the term “et al.” is an Italian term which means “and others”. Another notation used in
citations is “n.d.” in the case that the reference does not have a publication date.

There are two ways of writing the citation. The first one is the integral citation, wherein emphasis is
given to the author rather than the information. The other way is the non-integral citation, wherein the
citation is placed at the end of the information, thus emphasizing more on information rather than the
author.

Citation Integral Citation Non-Integral Citation

One study by Enriquez (2012) Praise can help much in learning
APA reveals that praise can help much (Enriquez, 2012).
in learning.
Posnock is quick to point out that Pater believes in the autonomy of
MLA Pater believes in the autonomy of the self (Posnock 181).
the self (181).
 Now that you know the components you need for the APA and MLA style of citation, the next order of
business is to know how to correctly utilize a piece of information with the in-text citation. There are
different patterns that you can use for this:

1. Paraphrasing/Summarizing. Paraphrasing involves explaining or expounding what the text means to you
using your own words. On the other hand, summarizing involves making a short version of the original
text that is expressed in your own language.

Example:

A book by Shavers (2007) described that limitations of studying socioeconomic status in research on health
disparities include difficulties in collecting data on socioeconomic status and the complications of classifying
women, children, and employment status.

2. Direct quotation. Direct quotation means copying the exact words of someone else. If only a part of the
author’s sentence, a whole sentence, or several sentences not exceeding 40 words are to be quoted,
short direct quotation is to be utilized. This involves putting the exact words inside a quotation marks
with citation.

Example:

Context is influenced by these four factors: “language, culture, institutions, and ideologies.” (Aranda, 2015,
p.8)

In case that there are more than 40 words, long direct quotation or block quotation is used. It doesn’t
require quotation marks, but a proper indention.

Example:

The latest study by Hizon (2015) reveals the social nature of language. Stressing this nature of language, the
author says:

Language features result from the way people use language to meet their social needs. In their
interactions, they use language to describe, compare, agree, explain, disagree, and so on. Each
language function requires a certain set of language features like nouns for naming, adjectives for
directing, and conjunctions for connecting ideas. (p. 38)

Take note, however, that direct quotations must be used sparingly.

3. Tense of verbs for reporting. The ideas can be reported in any of these tenses: present, past, or present
perfect tense. For APA style, the most appropriate tense for reporting is the present perfect tense. Also,
make sure that you use active verbs in reporting.

Present tense: A book by Ramos (1998) explains that …

Past tense: A book by Ramos (1998) explained that …
Present perfect tense: A book by Ramos (1998) has explained that …

Activity #1

NOTICE THE DIFFERENCE?

Give at least two differences that can be seen in the examples between
1. Integral citation and non-integral citation
2. Paraphrasing or summarizing and direct quotation
3. Short direct quotation and long direct quotation
 Activity #2

APA vs. MLA

A researcher must learn to master the format of APA and MLA for citation. Cite the following
original passage in APA and MLA style.

We are what we repeatedly do. Excellence, then, is not an act but a habit.
Source: John C. Maxwell. The Power of Attitude. Manila: Lighthouse Inspirational Books, 2001, p. 146.

APA
____________________________________________________________________________
____________________________________________________________________________

MLA
____________________________________________________________________________
____________________________________________________________________________

Activity #3

PARAPHRASED vs. DIRECTLY QUOTED

Cite the original passage shown below in APA and MLA style. Apply paraphrasing/
summarizing and direct quotation on the same passage. Accomplish the table that follows.
Students frequently overuse direct quotation in taking notes, and as a result they overuse quotations
in the final research paper. Probably only about 10% of your final manuscript should appear as
directly quoted matter. Therefore, you should strive to limit the amount of exact transcribing of source
materials while taking notes.
Source: Lester, James D. Writing Research Papers. 2nd ed., 1976, pp. 46-47.

Paraphrase/Summary Direct Quotation

APA

MLA
 EVALUATION

A. MULTIPLE CHOICE. Write the letter of the BEST answer.

1. Which of the following citations follow the APA style?

a. (Ibañez, 2020) c. (Ibañez, 102)
b. Ibañez (2020) d. Both a and b
2. Which of the following citations follow the MLA style?
a. (Ibañez, 2020) c. (Ibañez, 102)
b. Ibañez (2020) d. Both a and b
3. ____________ is the style of citation that emphasizes more on the source of
information rather than the piece of information.
a. APA style c. Direct quotation
b. Integral citation d. Non-integral citation
4. ____________ is the antithesis of paraphrase.
a. Summary c. Block quotation
b. Short direct quotation d. Non-integral citation
5. ____________ is the most appropriate tense of verb for reporting in APA style.
a. Present tense c. Past perfect tense
b. Present perfect tense d. Past tense

B. Cite the following original passage using APA and MLA style.

In order to communicate effectively with other people, one must have a reasonably accurate
idea of what they do and do not know that is pertinent to the communication.

Raymond S. Nickerson. How He Know – And Sometimes Misjudge – What Other’s Know: Imputing One’s Own
Knowledge to Others. California: Michealson Publishing Company. 1999, p. 737

APA MLA
______________________________ ________________________________
______________________________ ________________________________
______________________________ ________________________________
______________________________ ________________________________

C. Paraphrase the following original passage using integral and non-integral citation.

It is a fundamental responsibility of every researcher to do all in his or her power to

ensure that participants in a research study are protected from physical or
psychological harm, discomfort, or danger that may arise due to research procedures.

Jack R. Fraenkel and Norman E. Wallen. How to Design and Evaluate Research in Education (7 th Edition). New York:
McGraw-Hill Companies, Inc. 2010, p. 55

Integral Non-Integral
______________________________ ________________________________
______________________________ ________________________________
______________________________ ________________________________
______________________________ ________________________________
 EXTENSION

Choose any two of these tasks:

Task #1: If you think you cannot properly cite sources on your own, do not worry.
Fortunately, there are free online engines that can do that for you! Look for those websites
that offers free citation tools, then try to utilize it using any reference or source. Provide
documentations of the experience.

Task #2: Watch the following YouTube videos to learn more of in-text citations:

APA 7th Edition: The Basics of APA In-Text Citations | Scribbr

https://www.youtube.com/watch?v=opp259YvaoE

The Basics of MLA In-Text Citations | Scribbr

https://www.youtube.com/watch?v=ypWxhhpGeyM

Write an informative essay indicating all additional learnings or ideas from the videos.

Task #3: Write a reflection paper answering the following questions.

1. What important skills and values can be developed as a researcher in utilizing citations?
2. As a student, how can you apply what you have learned in this module on daily
activities?

References
Practical Research 1 by Baraceros, pp. 73 - 80

https://guides.libraries.psu.edu/apaquickguide/intext#:~:text=Using%20In%2Dtext%20Citation
&text=APA%20in%2Dtext%20citation%20style,14).

https://wisdomquotes.com/famous-quotes/

https://pitt.libguides.com/citationhelp

https://www.scribbr.com/citing-sources/apa-vs-mla/

https://libguides.uwf.edu/c.php?g=840082&p=6001652
 MODULE SYNTHESIZING LITERATURE AND

13 WRITING RRL
Week 7 – 90 minutes

In the previous modules, you learned how to choose a reputable and relevant literature for your
research topic, which is the first step in the RRL process. At this point, you might have found so many
sources that fits on your research study, ranging from any related articles on books or websites, to previous
related research studies. So, what will you do with these materials? You read them, of course!

In this module, you will perform the rest of the stages in the completion of the RRL, which involves
reading the source material and writing a literature review.

OBJECTIVE
At the end of this module, the learner (1) synthesizes information from relevant
literature, (2) writes coherent review of literature, and (3) presents written review of
literature.

Preliminary Activity

PICTURE ANALYSIS!
Take a look of the pictures below.

https://www.blackanddecker.com/ideas-and-inspiration/projects/ https://www.pinterest.ph/pin/32369691050858451/
oversized-jigsaw-puzzle

What is common between these two pictures?

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How can you relate these pictures to your related sources in research?
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WHAT IS THE PROCESS IN SYNTHESIZING LITERATURE?
In order to come up with a literature review, you need to read every source material that you have
gathered, which is the main process in the second stage of writing RRL.

Reading for coming up with a review is not a typical reading that you usually do in your leisure time.
It is more than just memorizing facts or doing as you were told. Reading in research requires you to really
read with understanding or making the materials meaningful to you. You need to confront every reading
material by utilizing HOTS (higher order thinking skills), which involves several processes such as
understanding, inferring, connecting, categorizing, applying, and evaluating. (Taking notes for important
details is important, of course.)

Once that you fully understand the information from your sources, you will be able to write a
literature review. You might think, “I can simply summarize each material and add some discussions on
them, and that’s my literature review.” A literature review, however, is not a summary of these different
sources. It is actually a “synthesis” of different subtopics.

Synthesizing is the process of combining separate elements to form a whole. As illustrated by the
pictures in the Preliminary Activity, you need to combine different reading materials in order to come to a
greater understanding of the larger topic. The individual pieces of information (arguments) must be put
together to reveal the whole.

Can you identify a synthesized information? Can you describe the characteristics of a synthesized
information? Let us find out in this activity.

Activity #1

SYNTHESIZED OR NOT?
Identify which paragraph is the synthesized example. Give at least three reasons for your
choice.

Franz (2008) studied undergraduate online students. He looked at 17 females and 18 males and
found that none of them liked APA. According to Franz, the evidence suggested that all students
are reluctant to learn citations style. Perez (2010) also studies undergraduate students. She
looked at 42 females and 50 males and found that males were significantly more inclined to use
citation software (p < .05). Findings suggest that females might graduate sooner. Goldstein (2012)
looked at British undergraduates. Among a sample of 50, all females, all confident in their abilities
to cite and were eager to write their dissertations.

The Chicago School

Studies of undergraduate students reveal conflicting conclusions regarding relationships between

advanced scholarly study and citation efficacy. Although Franz (2008) found that no participants
enjoyed learning citation style, Goldstein (2012) determined in a larger study that all participants
watched felt comfortable citing sources, suggesting that variables among participant and control
group populations must be examined more closely. Although Perez (2010) expanded on Franz's
original study with a larger, more diverse sample...

The Chicago School

Source: Practical Research 1 – Module 17 (DepEd Region V)

These are the steps that can help in synthesizing information from related literature:

1. Organize the sources. It is very difficult to organize your ideas from different sources. Some authors
provide a way to make this easier and simpler, utilizing synthesis matrix. The synthesis matrix is a
chart or table that allows the researcher to sort and categorize the different arguments or ideas
presented on an issue. Each column in the table lists one source. Each row is labelled with a specific
concept, topic or theme that recurs across all or most of the sources. Then, for each source, you
summarize the main points or arguments related to the theme.

The format of a synthesis matrix is shown below:

Source 1 Source 2 Source 3 Source 4

Theme 1
Theme 2
Theme 3

The figure in the next page is an example of an accomplished synthesis matrix. You will take notice
that there are patterns or connections in the information taken from different sources. Some
sources, at times, discuss similar ideas, while others deal with completely different aspects of your
topic.

2. Outline the sources. The next action to do is how you group them together and the manner or
order in which you discuss them. This can be done by organizing your discussion chronologically
(grouping the articles into time periods and identifying what they have in common, as well as
signaling any turning points or developments), thematically (focusing on a specific theme and
explaining how that theme is approached), or theoretically (comparing different theories that have
been developed and evaluating which arguments are most convincing).

3. Write paragraphs with topic sentence. One of the skills that is important in synthesizing literature is
to condense the overall point of a paragraph into one sentence. After constructing a paragraph
containing information coming from various sources, you must make a topic sentence, which is
usually written at the start of the paragraph. The topic sentence will tell the readers what the
paragraph is all about.

A topic sentence can be a summary of the paragraph’s content (for example, “Early research on [x]
focused heavily on [y].”). But for an effective synthesis with several paragraphs, the topic sentence
can be used to connect or link back the previous paragraphs (for example, “While recent research
has attempted to address the problem, many of these studies have methodological flaws that limit
their validity.”).

In making a synthesis of your literature, you may ask yourself the following questions. This may serve as your
criteria or guideline in synthesis.

• Do I introduce the paragraph with a clear, focused topic sentence?

• Do I discuss more than one source in the paragraph?
• Do I mention only the most relevant findings, rather than describing every part of the studies?
• Do I discuss the similarities or differences between the sources, rather than summarizing each
source in turn?
• Do I put the findings or arguments of the sources in my own words?
• Is the paragraph organized around a single idea?
• Is the paragraph directly relevant to my research question or topic?
• Is there a logical transition from this paragraph to the next one?
 A sample synthesis matrix, with the corresponding literature review
(Sources: https://edusearchuk.com/2015/02/22/writing-a-literature-review-and-using-a-synthesis-matrix/
https://guides.library.jhu.edu/ld.php?content_id=16149009)
 Activity #2

CAN YOU SYNTHESIZE?

Read the following sources of information below. Come up with a one-paragraph synthesis.
Source 1: As everyone who uses Microsoft PowerPoint knows, it is not actually used to communicate ideas, but
rather to not communicate ideas. Forget the advertisement about how PowerPoint helps you to “organize,
illustrate and deliver your ideas professionally.” It’s not used for anything of the sort. A PowerPoint slide
presentation, with its neatly ordered bullets, generic clip art, bold, clear typeface and bright colours effectively
hides the fact that you don’t really have very much to say. Joe Jackson, 2001

Source 2: Most people use the same software for presentations and, inevitably, it makes us do things in a
similar way. Everything is reduced to a few bullet points, which makes it hard to introduce complex ideas and
guide people through a critical thinking process. PowerPoint turns almost every presentation into something
similar to a sales presentation, when that’s not always required. Maybe the problem isn’t so much with the
software as with the apparent lack of alternatives. Selena Maranjian, 2003

Source 3: Despite PowerPoint’s bad reputation, it’s still possible to use it as a powerful tool to enhance your
presentation; just follow these three simple steps. First, stop using the templates, they make the viewing
experience boring. Second, don’t use text, fill your slides with images and colour instead. Finally, make the
audience focus on you to explain everything in your presentation. Cliff Atkinson, 2003

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___________________________________________________________________________

WHAT ARE THE PARTS OF A LITERATURE REVIEW?

After learning how to synthesize the literature, you are ready to prepare a literature review.
Regardless of the organization of your review, this format can be recognized in writing the review of related
literature:

1. Introduction. This part briefly describes the nature of the research problem and states the research
question. This also includes the reason for reviewing this research.

2. Body. This part is where related studies are usually discussed together.

3. Conclusion. This part is where you summarize your literature review, discuss implications and
formulate opportunities for future research needed in the topic.

Other sources include References, which is placed after the Conclusion.

The next pages of this module will show an example of a literature review.
Myths of Violence and the Stigma of Mental Illness – A Sample Literature Review
(Source: https://www.nmasse.com/courses/ecom461/docs/lit_rev_eg.pdf)
 EVALUATION

A. In your own words, answer the following questions:

1. What is the purpose of review of related literature?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2. How do you synthesize information from relevant literature?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

3. What are the essential parts of a literature review? What are the tips in writing
each part of the literature review?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

B. Using your own research topic, create a synthesis matrix.

EXTENSION

Using your outputs in the previous activities that are related to your research topic, start
writing your review of related literature. You will need this in completion of your research
paper.
 References
Practical Research 1 by Baraceros, pp. 55 – 72

How to Design and Evaluate Research in Education (7th Ed.) by Frankel and Wallen, p. 84

https://www.readingrockets.org/article/higher-order-thinking

https://guides.library.jhu.edu/lit-review/synthesize

https://edusearchuk.com/2015/02/22/writing-a-literature-review-and-using-a-synthesis-
matrix/

https://www.nmasse.com/courses/ecom461/docs/lit_rev_eg.pdf

https://www.tru.ca/__shared/assets/Literature_Review_Template30564.pdf
 MODULE ETHICAL STANDARDS IN

14 WRITING RRL
Week 7 – 30 minutes

In every situation, we cannot be able to do the best thing if it is not the right thing in the first place.
Every good work mixed with deceit is not a good thing at all. The same goes with conducting research and
writing a research paper, which is why we have so-called ethics. Most of the ethics were discussed already in
Unit 1, but in this module, we shall be specific with ethical principles in writing the review of related
literature.

OBJECTIVE
At the end of this module, the learner follows ethical standards in writing related
literature.

Preliminary Activity

VOCABULARY CHECK!
Unscramble the letters in each item to get the mystery words. Then try to define these
words in your own words.

1. STHONEY _____________________________________________________
2. FACERBAIT _____________________________________________________
3. GAUGLANE _____________________________________________________
4. SOWNHIPER _____________________________________________________
5. FURELAC _____________________________________________________
6. JITECOVBE _____________________________________________________
7. GITRYENIT _____________________________________________________

How do these words be related to ethics in research?

WHAT ARE THE ETHICS IN REVIEW OF RELATED LITERATURE?

Just as there are do’s and don’ts in conducting research in general, there are also ethics to be
followed in writing the Chapter II of the research paper. One of the common mistakes that beginning
researchers do is to not indicate the source of information in the writing. Most of the time they copy the
works of others without acknowledging the source, then claim it as their own. This is called plagiarism.

The act of plagiarism, whether blatant or technical, is not only an ethical violation, but also a legal
violation. The Philippine Constitution promulgated in 1987 recognizes the importance of intellectual
property as written in Article XIV Section 13, “The State shall protect and secure the exclusive rights of
scientists, inventors, artists, and other gifted citizens to their intellectual property and creations, particularly
when beneficial to the people, for such period as may be provided by law.” Furthermore, Republic Act No.
8293, known as Intellectual Property Code of the Philippines, ensures the protection of the rights of those
who took effort on the work. Therefore, the ones who committed plagiarism will be punished by law.

Sometimes, it comes down to use of language in writing. The use of sexist, racially-charged, and
offensive language must be avoided at all costs. Researchers have an ethical responsibility of being sensitive
to their intended audience.

More often, researchers tend to fabricate the data and results in order to favor their personal
arguments or to deceive others. This form of fraudulence is ethically wrong and must be avoided by
maintaining honesty, integrity, objectivity and carefulness. Honesty means being transparent in such a way
that avoids falsifying or misinterpreting data. Integrity means having strong moral principles and acting with
sincerity. Objectivity means avoiding biased and opinionated arguments. Carefulness means paying attention
to avoid possible danger, errors and negligence.

Activity #1

AM I ALLOWED?
Read each statement carefully. Put a check (✓) on the blank if the statement is ethical, and
an X if the statement is unethical.
___ I am allowed to copy the passage without proper citation.
___ I am allowed to change the information taken from original text.
___ I am allowed to use swearing words in synthesizing the literature.
___ I am allowed to analyze and evaluate the meaning of the text.
___ I am allowed to express the meaning of the original text in my own words.

Activity #2

ETHICS EXPLAINED!
Read the passage below:

In 1961, Eckenhoff, Kneale, and Dripps described the phenomenon of emergence agitation
(EA), reporting signs of hyperexcitation in patients emerging from ether, cyclopropane,or ketamine
anesthesia. EA during recovery from general anesthesia has been identified as a frequent problem in
the pediatric population. In children, EA has been described as a mentaldisturbance that consists of
confusion, hallucinations, and delusions manifested by moaning, restlessness, involuntary physical
activity, and thrashing about in bed (Sikich & Lerman, 2004).

The overall rate for EA in children is in the range of 10% to 67% (Aouad & Nasr, 2005), which
includes a period of severe restlessness, disorientation, and/or inconsolable crying during anesthesia
emergence (Cole, Murray, McAllister, & Hirschberg, 2002).

Source: Practical Research 1 – Module 19 (DepEd Region V)

Answer these questions:

1. How did the writer ensure that he did not commit plagiarism?
2. How can you tell if there are no form of fraudulence in the presentation of information?
3. How do you describe the type of language used in the text?
 EVALUATION

A. Using your own words, explain the following in two to three sentences:

1. Plagiarism
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2. Language Use
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

3. Fraudulence
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

B. Write your suggestions on how to correct any ethical issues present in the
following writings:

1. Long time ago, Bonifacio said, “The youth is the hope of the future.”
___________________________________________________________________
___________________________________________________________________

2. About 110,000 Filipinos die from tobacco-related diseases each year. About
21.8% of male deaths and 9.7% of female deaths are caused by tobacco
smoke (18.6% overall). More than 23% of male deaths and 12% of female
deaths are caused by tobacco (16.6% overall).
___________________________________________________________________
___________________________________________________________________

3. The blacks are more aggressive than the whites.

___________________________________________________________________
___________________________________________________________________
 EXTENSION

Performance Task:
Accomplish the Chapter II of your research paper by writing the Review of Related
Literature. The following rubric will be followed in evaluating your output:

SCORE
CRITERIA
Poor (1-3) Fair (4-7) Good (8-10)
CONTENT OF RRL
1. REFERENCES
a. References used must be recent.
b. References used must be related or relevant to the study.
c. References used must be objective and unbiased.
d. References used must be written by author/s who is/are
expert/s in the related field.
e. There must be appropriate number of identified references.
2. INFORMATION
a. The information supplied must be genuine or reliable, and
must not be based on the writer’s opinion.
b. The information supplied must give clues to the
formulation of a tentative solution to the problem.
c. The information supplied must give basis for choosing
methods/techniques to be used in the study.
d. The information supplied must be applicable to the
situation identified by the researcher/s.
FORMAT IN RRL
1. CITATION
a. APA or MLA system of citation must be used, with correct
format.
b. The researcher must exercise the following styles:
summarizing, paraphrasing and direct quoting (short or long).
c. Citations must be applied in an appropriate amount.
2. SENTENCE AND PARAGRAPH CONSTRUCTION
a. Sentences must be written in correct grammar.
b. Proper tense of verbs for reporting must be used.
c. There must be good opening sentences and transitional
devices.
d. The whole literature must be written in a creative and
orderly manner.
3. PAPER
a. Correct font style and size must be followed (Times New
Roman, font size 12, double-spaced).
b. The paragraphs must be properly indented.
c. The output must be presentable.
TOTAL SCORE
 References
Practical Research 1 by Baraceros, pp. 73 - 80

https://www.ipophil.gov.ph/news/the-intellectual-property-system-a-brief-history/

Practical Research 1 – Quarter 1 - Module 19 (Region V)

Congratulations! You’ve reached the end of Unit 4.

 ANSWER KEY

MODULE 11 – Related Literature

Preliminary Activity
1. C 5. B
2. B 6. C
3. A 7. C
4. B 8. C

Activity 1 – Answers may vary.

Activity 2 – Answers may vary.

Activity 3 – Answers may vary.

EVALUATION – The teacher shall check this part.

MODULE 12 – In-Text Citation

Preliminary Activity
1. Benjamin Franklin
2. Rene Descartes
3. William Shakespeare
4. Muhammad Ali
5. Socrates

Activity 1
1. INTEGRAL CITATION vs. NON-INTEGRAL CITATION
- In integral citation, the in-text citation is at the beginning of the sentence, while in non-
integral citation, the citation is at the end.
- In integral citation, the author’s name is not included in the parenthesis (only the year
or page is inside the parenthesis), while in non-integral citation, the author’s name and
year (or page number) are included in the parenthesis.
2. PARAPHRASE/SUMMARY vs. DIRECT QUOTATION
- In paraphrase, there is no quotation marks, while it is required in direct quotation.
- In paraphrase, you can express the idea using your own words (still with citation), while
in direct quotation, you can just copy the exact words of the author.
- The citation in paraphrase includes the author’s name and year (for APA), while the
page number is included in citing in direct quotation.
3. SHORT DIRECT QUOTATION vs. LONG DIRECT QUOTATION
- In short direct quotation, the exact words are written with quotation marks. In long
direct quotation, the exact words are written in a separate paragraph with full block
indention.
- In short direct quotation, the citation was written in the format (surname, year, page
number). In long direct quotation, the page number is separated.
 ANSWER KEY

MODULE 12 – In-Text Citation (cont.)

Activity 2 (sample answer)

APA (paraphrase): Excellence is not about what a person does, but rather about what he
always does (Maxwell, 2011).

MLA (paraphrase): Excellence is not about what a person does, but rather about what he
always does (Maxwell 146).

Activity 3 (sample answers)

Paraphrase/Summary Direct Quotation

Lester (1976) emphasizes on minimal use
of direct quotations. The author explained
in a book:
Students frequently overuse direct
quotation in taking notes, and as a
Lester (1976) asserted that direct result they overuse quotations in the
APA quotation must not be used all the time final research paper. Probably only
in research papers. about 10% of your final manuscript
should appear as directly quoted
matter. Therefore, you should strive to
limit the amount of exact transcribing of
source materials while taking notes.
(46-47)
Lester emphasizes on minimal use of direct
quotations. The author explained in a
book:
Students frequently overuse direct
quotation in taking notes, and as a
Direct quotations must be used result they overuse quotations in the
MLA sparingly in research papers (Lester, final research paper. Probably only
1976). about 10% of your final manuscript
should appear as directly quoted
matter. Therefore, you should strive to
limit the amount of exact transcribing
of source materials while taking notes.
(46-47)

EVALUATION – The teacher shall check this part.

MODULE 13 – Synthesizing Literature and Writing RRL

Preliminary Activity – Answers may vary.
 ANSWER KEY

MODULE 13 – Synthesizing Literature and Writing RRL (cont.)

Activity 1
The second paragraph is the synthesized example.

Activity 2
Although PowerPoint is widely used to make presentations, there are conflicting ideas
about its usefulness. Jackson (2001) claims that people don’t use PowerPoint to communicate
ideas; instead, they use it to hide the fact that they don’t really have any ideas to
communicate. Furthermore, Maranjian (2003) believes that because so many people use the
same software, it is inevitable that their presentations look similar. The problem may be lack
of alternatives. On the other hand, Atkinson (2003) asserts that while PowerPoint has a bad
reputation, it can still be used to support presentations effectively.

EVALUATION – The teacher shall check this part.

MODULE 14 – Ethical Standards in Writing RRL

Preliminary Activity
1. HONESTY – genuine, free from deception or lies
2. FABRICATE - making up something for the purpose of deceiving
3. LANGUAGE - means of communicating ideas
4. OWNERSHIP - right to possess or claim something
5. CAAREFUL - cautious, avoiding possible danger
6. OBJECTIVE - unbiased, factual
7. INTEGRITY - firm adherence to moral values

Activity 1
1. X 2. X 3. X 4. ✓ 5. ✓

Activity 2 – Answers may vary.

EVALUATION – The teacher shall check this part.